Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe

Swanwick, Ruth; Hendar, Ola; Dammeyer, Jesper; Kristoffersen, Ann-Elise; Salter, Jackie; Simonsen, Eva

doi:10.1093/acprof:oso/9780199371815.003.0012

Cited by 59 publications

(18 citation statements)

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“…Monaghan 2003: 14). A similar situation can be observed in many other countries, for instance, in the UK, where only a minority of deaf children are educated in special schools (8% according to Swanwick & Gregory 2007: 14;Swanwick et al 2014 remark on more than 80% of the student population being educated in the mainstream). Moores and Martin (2006: 3) note, though, that in the USA, this type of education was already increasingly offered shortly after World War II as the number of children, including deaf children, increased and the establishment of separate classes in regular schools was favoured to the building of further residential schools.…”

Section: Bilingual Education In the Mainstreamsupporting

confidence: 71%

Sign Bilingualism in education: challenges and perspectives along the research, policy, practice axis

Plaza-Pust¹

2016

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The Ishara Research Series is dedicated to current research in sign language linguistics and Deaf Studies. The series is designed for publications that are of current relevance to the field, but are not easily accommodated within the scope of conventional outlets. In addition, this innovative format is ideal for young researchers and first-time authors publishing work of high academic quality. The series is intended to be a tool for stimulating research in emerging areas, with particular emphasis on promoting Deaf authors and authors in countries where sign language studies and Deaf Studies are not established disciplines yet. Editorial board Anastasia Bradford AcknowledgementsWhen I set out to work on bilingualism and deafness, I was not only intrigued by a type of bilingualism that involves two different modalities of expression. I was also impressed by the complexity of internal and external factors that shaped its development and maintenance. It became clear very soon that a comprehensive understanding of sign bilingualism required a cross-disciplinary approach that would allow for the consideration of the socio-linguistic, psycholinguistic and educational factors that determine deaf learners' bilingual development of a sign language and an oral language. In practice, this meant not only going beyond a developmental linguistics approach and adopting an integrated perspective on bilingualism and deafness, but also engaging in a dialogue with diverse experts, exchanging with professionals on the spot, sitting in on classes and exchanging with the bilingual deaf students themselves.The results of the research undertaken are presented and discussed in two volumes that appear in parallel. The present work complements the volume on bilingualism and deafness in which I explore language contact in the bilingual language acquisition of sign language and written language. In that volume, education is taken into consideration in the discussion of the internal and external factors that determine the development and maintenance of sign bilingualism. In the present work, we narrow the focus on sign bilingualism in deaf education and the challenges and perspectives of a bilingual promotion of deaf learners in the educational domain.

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Section: Bilingual Education In the Mainstreamsupporting

confidence: 71%

Sign Bilingualism in education: challenges and perspectives along the research, policy, practice axis

Plaza-Pust¹

2016

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“…In Scandinavia, a bicultural/bilingual approach in deaf education was celebrated from the early 1980s until the mid 2000s when cochlear implantation and oral education began to take over and bicultural/bilingual education programs decreased to a minimum in many places (Swanwick, Dammeyer, Hendar, Kristoffersen, & Salter, 2014). In the bicultural/bilingual approach, children as well as their parents learnt sign language and were introduced to Deaf culture in early life through national programs.…”

Section: A Danish Bilingual/bicultural Approachmentioning

confidence: 99%

“…In the bicultural/bilingual approach, children as well as their parents learnt sign language and were introduced to Deaf culture in early life through national programs. Sign language was given the status of a language and a bilingual curriculum was introduced in deaf schools (Swanwick et al, 2014). The change to a bilingual approach to education in Scandinavia was made because of the discouraging results from educating deaf pupils primarily by training of spoken language skills (Svartholm, 2010) as well as increasing recognition of the Deaf community as a linguistic-cultural minority (Bagga-Gupta, 2004).…”

Section: A Danish Bilingual/bicultural Approachmentioning

confidence: 99%

The Significance of Deaf Identity for Psychological Well-Being

Chapman

Dammeyer

2016

The Journal of Deaf Studies and Deaf Education

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Research has paid attention to how deaf identity affects life outcomes such as psychological wellbeing. However, studies are often carried out with small samples and without including other variables. This study examined how different forms of identity -deaf, hearing, bicultural (deaf and hearing), and marginal (neither deaf nor hearing) -were associated with levels of psychological well-being, including a number of other variables. The sample was 742 adults with hearing loss in Denmark. The study found that identifying as deaf, hearing, and bicultural was associated with better psychological well-being compared to those with a marginal identity. Further, it found that additional disability, educational level, and feeling discriminated against because of hearing loss significantly explained the degree of psychological well-being. Results are discussed here with respect to social identity theory and current deaf identity themes.

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“…After four decades of research, there is a rich, research-based understanding of the development of sign languages for deaf children and sign language studies continue to contribute important insights into human language ). The psycholinguistic studies of sign languages led to a cultural change in deaf education with a shift into a bilingual/bicultural approach in the 1980s (Swanwick et al 2014 ).…”

Section: Language and Culture And The Development Of Disability Minormentioning

confidence: 99%

Development and Learning of Young Children with Disabilities

Boettcher¹,

Dammeyer²

2016

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Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is, essentially a Western view of childhood, preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will:• Examine how learning is organized across a range of cultures, particularly indigenous communities • Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries • Critique how particular forms of knowledge are constructed in curriculum within and across countries • Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries • Examine how early childhood education is researched locally and globally • Examine the theoretical informants driving pedagogy and practice, and seek to fi nd alternative perspectives from those that dominate many Western heritage countries • Critique assessment practices and consider a broader set of ways of measuring children's learning • Examine concept formation from within the context of country-specifi c pedagogy and learning outcomesThe series covers theoretical works, evidence-based pedagogical research, and international research studies. The series also covers a broad range of countries, including majority poor countries. Classical areas of interest, such as play, the images of childhood, and family studies, will also be examined. However, the focus is critical and international (not Western-centric).More information about this series at

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Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe

Cited by 59 publications

References 0 publications

Sign Bilingualism in education: challenges and perspectives along the research, policy, practice axis

Sign Bilingualism in education: challenges and perspectives along the research, policy, practice axis

The Significance of Deaf Identity for Psychological Well-Being

Development and Learning of Young Children with Disabilities

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