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This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of published studies over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities. BiographyDr Swanwick is an Associate Professor in Deaf Education at Leeds University in the School of Education. Her research and publications centre on deafness, language and learning and the development of pedagogies and practitioner understanding. Her funded research includes a 2 collaborative ESRC funded project looking at deaf children's early literacy experiences in the home; a Nuffield funded project on the role of sign language for deaf children with cochlear implants and a British Academy project on approaches to critical thinking and reflective practice across the national training provision for teachers of the deaf. Her current work, funded through a British Academy Mid-Career Fellowship, centres on the development of a model of bimodal bilingualism and learning which situates deafness and language learning within a plural view of language and culture in society. Dr Ruth Swanwick Associate Professor in Deaf EducationThe School of Education, Hillary PlaceThe University of Leeds Leeds, LS18 5LU IntroductionThe practice of educating deaf children bilingually through the use of sign language alongside written and spoken language initially developed during the 1980s in Scandanavia, the USA and the UK. This approach developed as a response to concerns about deaf children's attainments within traditional spoken language approaches (see, for example, Conrad 1979) and research demonstrating sign languages to be naturally evolving rule-governed languages (Stokoe 1960;Klima & Bellugi 1979;Kyle & Woll 1985). As the linguistic study of sign languages burgeoned, the increasing role of sign languages in education fostered the development of new teaching approaches (Mahshie 1995;Knight & Swanwick 2002). The articulation of a socio-cultural understanding of deafness provoked new research into deaf children's language development, culture and identity. Developments in practice and research, and the increasing activity of interest 3 groups in the d...
This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of published studies over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities. BiographyDr Swanwick is an Associate Professor in Deaf Education at Leeds University in the School of Education. Her research and publications centre on deafness, language and learning and the development of pedagogies and practitioner understanding. Her funded research includes a 2 collaborative ESRC funded project looking at deaf children's early literacy experiences in the home; a Nuffield funded project on the role of sign language for deaf children with cochlear implants and a British Academy project on approaches to critical thinking and reflective practice across the national training provision for teachers of the deaf. Her current work, funded through a British Academy Mid-Career Fellowship, centres on the development of a model of bimodal bilingualism and learning which situates deafness and language learning within a plural view of language and culture in society. Dr Ruth Swanwick Associate Professor in Deaf EducationThe School of Education, Hillary PlaceThe University of Leeds Leeds, LS18 5LU IntroductionThe practice of educating deaf children bilingually through the use of sign language alongside written and spoken language initially developed during the 1980s in Scandanavia, the USA and the UK. This approach developed as a response to concerns about deaf children's attainments within traditional spoken language approaches (see, for example, Conrad 1979) and research demonstrating sign languages to be naturally evolving rule-governed languages (Stokoe 1960;Klima & Bellugi 1979;Kyle & Woll 1985). As the linguistic study of sign languages burgeoned, the increasing role of sign languages in education fostered the development of new teaching approaches (Mahshie 1995;Knight & Swanwick 2002). The articulation of a socio-cultural understanding of deafness provoked new research into deaf children's language development, culture and identity. Developments in practice and research, and the increasing activity of interest 3 groups in the d...
Special considerations relating to cochlear implants (CIs) are necessary for deaf people for whom English is an additional language (EAL). The audiological and pre-linguistic skills criteria for CI candidacy are the same for children with EAL as for children from English-speaking families. However, thorough assessment is not straightforward, for example, requiring employment of experienced interpreters. To ensure family engagement and thus appropriate support in the home, clear understanding of the family's social and cultural framework and of their needs and requirements is essential. Equally, the family must be enabled to understand the implications of CI. Additional training of staff in CI teams may be needed. This article will address these and other issues for children and also consider the situation for adults.
This paper examines the meaning of plurality and diversity with respect to deaf children’s sign and spoken language exposure and repertoire within a super diverse context. Data is drawn from a small-scale project that took place in the North of England in a Local Authority (LA) site for deaf education. The project documented the language landscape of this site and gathered five individual case studies of deaf children to examine their plural and diverse language practices at home and at school. Analysis of the language landscape and case studies from this context is undertaken in order to define and exemplify deaf children’s language plurality and diversity in terms of context and individual experience. Concepts of repertoire are explored with particular reference to the unique type of translanguaging that the plural use of sign and spoken languages affords. Implications of these preliminary insights are discussed in terms of the development of methodologies that are sensitive to the particular translanguaging practices of deaf children, and approaches to pedagogy that are appropriately nuanced and responsive to deaf children’s language plurality and diversity.
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