Sign language and oral/written language in Deaf education in China

Yang, Jun Hui

doi:10.1075/sibil.38.13yan

Cited by 19 publications

(8 citation statements)

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“…BaggaGupta and Domfors (2003: 70-71) describe the paradoxical situation that obtained in Sweden where, on the one hand, a transition towards the oral approach occurred at the Deaf schools in the spirit of the Milan congress, while, on the other hand, manual communication or signing continued to be a subject in the education of teachers of the deaf. Worthy of mention is also China, where oralism was introduced only in the 1950s based on reports about the use of this method in Russia (Yang 2008).…”

Section: Competing Educational Philosophies: Manualism Vs Oralismmentioning

confidence: 99%

“…The oral language has commonly been attributed the status of a second language (L2) in sign bilingual education programmes (Bagga-Gupta 2004;Günther 1999b;Günther et al 2004;Krausneker 2008;Vercaingne-Ménard et al 2005;Yang 2008). Upon closer scrutiny, it becomes apparent that variables concerning oral language promotion, such as the time of exposure (simultaneous to sign language exposure or at a later age) or the emphasis on written language vs. the spoken language reflect (a) different conceptions of the relationship between the languages, (b) different theories about the acquisition of literacy, and (c) different views about the promotion of the spoken language as an educational goal.…”

Section: Spoken Language and Written Languagementioning

confidence: 99%

“…One the of the fundamental tenets of many bilingual education programmes is that deaf students should have both deaf and hearing role models (Günther et Variation in sign bilingual education: a critical appraisal ─ 75 al. 1999; Günther et al 2004;Ardito et al 2008;Krausneker 2008;Morales-López 2008;Yang 2008). Due to the circumstance that many children only experience their bilingualism in the classroom, the team-teaching approach adopted in several bilingual programmes (e.g., in Berlin) and co-enrolment settings (e.g.…”

Section: Sign Bilingualism In the Mainstream: Tasks To Be Tackledmentioning

confidence: 99%

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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: Competing Educational Philosophies: Manualism Vs Oralismmentioning

confidence: 99%

Section: Spoken Language and Written Languagementioning

confidence: 99%

Section: Sign Bilingualism In the Mainstream: Tasks To Be Tackledmentioning

confidence: 99%

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

Plaza-Pust¹

2016

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“…However, it has been known for years that the reading levels of deaf and hard-of-hearing (DHH) children are lower than those of their hearing peers (Spencer & Marschark, 2010). Nationwide surveys conducted in the United States in the 20th century concluded that DHH students' average levels in reading English at the time of their high school graduation were below the fourth-grade level (Traxler, 2000); other studies confirmed this was also the case with other languages and notational systems: Spanish (Domínguez et al, 2019), Swedish (Hansson et al, 2018), Chinese (Yang, 2008), and Japanese (Takahashi et al, 2017). As newborn hearing screening becomes common, more and more young DHH children receive cochlear implants.…”

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confidence: 98%

Development of literacy skills for Japanese deaf and hard‐of‐hearing children

2023

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We compared the reading development of 77 deaf and hard-of-hearing (DHH) Japanese children, aged 5-7 (40 females), with 139 of their hearing peers (74 females) in 2018. We assessed each group's phonological awareness (PA), grammar, vocabulary, and reading of hiragana (Japanese orthography children learn first). DHH children showed significant delays in grammar and vocabulary but only a slight delay in PA. Younger DHH children scored better than their hearing peers in reading. Although PA predicted reading for hearing children, reading predicted PA for DHH children. PA partially explained grammar skills for both groups. The results suggest educational intervention for reading acquisition should be based on not only general linguistic features but also each language's unique characteristics.

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“…In addition, although there are different sign dialects across China, all educated native signers can learn and use CSL. In general, it is common to take sign language as deaf people’s L1 while written language as their L2, such as in Yang (2008) , Skotara et al (2012) , and Schönström (2013) etc. Spoken Chinese and written Chinese are of the same language, there have very close correspondences between their linguistic structures like vocabulary and grammar.…”

mentioning

confidence: 99%

Significantly different noun-verb distinguishing mechanisms in written Chinese and Chinese sign language: An event-related potential study of bilingual native signers

Gong

Shuai

et al. 2022

Front. Neurosci.

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Little is known about: (a) whether bilingual signers possess dissociated neural mechanisms for noun and verb processing in written language (just like native non-signers), or they utilize similar neural mechanisms for those processing (due to general lack of part-of-speech criterion in sign languages); and (b) whether learning a language from another modality (L2) influences corresponding neural mechanism of L1. In order to address these issues, we conducted an electroencephalogram (EEG) based reading comprehension study on bimodal bilinguals, namely Chinese native deaf signers, whose L1 is Chinese Sign Language and L2 is written Chinese. Analyses identified significantly dissociated neural mechanisms in the bilingual signers’ written noun and verb processing (which also became more explicit along with increase in their written Chinese understanding levels), but not in their understanding of verbal and nominal meanings in Chinese Sign Language. These findings reveal relevance between modality-based linguistic features and processing mechanisms, which suggests that: processing modality-based features of a language is unlikely affected by learning another language in a different modality; and cross-modal language transfer is subject to modal constraints rather than explicit linguistic features.

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Sign language and oral/written language in Deaf education in China

Cited by 19 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

Development of literacy skills for Japanese deaf and hard‐of‐hearing children

Significantly different noun-verb distinguishing mechanisms in written Chinese and Chinese sign language: An event-related potential study of bilingual native signers

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