In a Different Voice: Sign Language Preservation and America's Deaf Community

Burch, Susan

doi:10.1080/15235882.2000.10162777

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…2. The deaf community's development of their own bilingual education (Baker & Jones, 1998;Burch, 2000) has lacked a sustained research focus, but as bilingual programs for deaf students expand, the opportunity for investigating an increased range of variables in bilingual education is available.…”

Section: New Directionsmentioning

confidence: 99%

6. Education as a Site of Language Contact

Baker¹

2003

Ann Rev Appl Linguist

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This chapter reviews the multidimensional research on bilingual education, covering contexts where bilingual children are in transitional classrooms as well as schools where curriculum content is experienced in two (or more) languages. Bilingual education has become a major tool in language reversal planning, since language transmission within families within minority languages typically provides a considerable shortfall in language reproduction. To play its part in language reversal, bilingual education needs to show its relative effectiveness, both as an educational approach and for language maintenance planning. Immersion and dual language approaches have increasingly demonstrated such success. However, bilingual education is neither a universal panacea for language planners, nor is it effective purely due to dual language classroom approaches, as recent research reveals. Such research locates the political nature of bilingual education, not only at the level of policy making, but also in qualitative research in classrooms. It illuminates how language and literacy practices can latently legitimate and reproduce unequal relations between language majorities and minorities. Emerging directions in bilingual education research include trilingual education, the bilingual education of deaf students, the consequences of information technologies for bilingual classrooms, and the effect of the internationalization of English on language contact in schools. This reflects an international interest for research at the varying levels of philosophy, policy, provision, practice, and not least the politics of education as a site of language contact.Research on education as a site of language contact has become multidimensional and multidisciplinary. 1 Such research includes sociolinguistics and psycholinguistics, philosophy and pedagogy, classroom practice and provision, local and national policy formulation, and not least ideology and politics. Bilingual education (used in its widest sense) is not just about a school with a dual language policy, provision for children who speak an immigrant or minority indigenous language, or how two languages are distributed in teaching and learning in classrooms. Bilingual education is a central part of national or regional language planning that, on some occasions, seeks to assimilate indigenous and immigrant minorities, or integrate newcomers or minority groups. On other occasions, bilingual education is a major plank in language revitalization and language reversal (e.g., 96 COLIN BAKER

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Section: New Directionsmentioning

confidence: 99%

6. Education as a Site of Language Contact

Baker¹

2003

Ann Rev Appl Linguist

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“…For the better part of the twentieth century, d/Dhh children in the United States were educated in schools for the deaf, in classes of exclusively d/Dhh learners led by teachers of the deaf [1]. While the official mode of communication used in classrooms often emphasized English-whether through speechreading, a signed English system, or a combination thereof-American Sign Language (ASL) flourished in residence halls and through cultural and recreational programming [2]. Students often lived on campus, contributing to the prevailing notion that d/Dhh education encompassed more than simply academics to include social-emotional development and cultural and linguistic transmission [3].…”

Section: D/dhh Education: a Changing Landscapementioning

confidence: 99%

Curriculum and Instruction for Deaf and Hard of Hearing Students: Evidence from the Past—Considerations for the Future

2023

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Improving educational outcomes for d/Deaf and hard of hearing (d/Dhh) students has long been a focus of d/Dhh education. This article reviews historical efforts to improve outcomes through specialized curriculum and instruction and explores the instructional needs of current d/Dhh students in light of the field’s evolving landscape. Evidence for historical and current curricula developed specifically for d/Dhh students, particularly in the areas of language and literacy, is systematically reviewed. While many of these curricula were developed for use in specialized classrooms and schools for the deaf, most d/Dhh learners are now educated in mainstream settings using the spoken language(s) of their local communities. The instructional needs of this growing population of d/Dhh students, including the need for systematic, evidence-based instruction in reading, are discussed. Finally, the current and future roles of teachers of the deaf in facilitating effective instruction for d/Dhh learners are explored.

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“…As a consequence, two different kinds of rights are at issue when dealing with the DEAF-WORLD: compensatory rights, to which deaf people are entitled as a result of their audiological state, and human rights (including language rights), to which all people are entitled simply as a part of their fundamental humanity. Violations of both the human rights and the compensatory rights of deaf people are extremely common, occurring in a wide variety of contexts and settings, and taking many forms (see Burch, 2000;Branson & Miller, 1993, 1998aHaualand & Allen, 2009;2008, pp. 105-114;McKee & Manning, 2015;Skutnabb-Kangas, 2008).…”

Section: Social Justice and The Deaf-worldmentioning

confidence: 99%

Social Justice, Audism, and the d/Deaf: Rethinking Linguistic and Cultural Differences

Reagan

2020

Handbook on Promoting Social Justice in Education

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In this chapter, it will be argued that there are two fundamentally different ways in which deafness can be conceptualized: as a pathological medical condition (deafness) and as a distinctive linguistic, cultural, and social identity (Deafness). The characteristics and attributes of the Deaf cultural community (called the DEAF-WORLD in American Sign Language) will be explored: the role and place of its vernacular language (ASL), the awareness of group identity shared by its members, its distinctive behavioral norms, its endogamous marital patterns, the cultural artifacts that are most closely associated with it, its shared, insider

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In a Different Voice: Sign Language Preservation and America's Deaf Community

Cited by 6 publications

References 5 publications

6. Education as a Site of Language Contact

6. Education as a Site of Language Contact

Curriculum and Instruction for Deaf and Hard of Hearing Students: Evidence from the Past—Considerations for the Future

Social Justice, Audism, and the d/Deaf: Rethinking Linguistic and Cultural Differences

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