Bilingualism and Bilingual Deaf Education

513 Pages·2014·1.93 MB·English

by  Marc Marschark, Gladys Tang, Harry Knoors

Bilingualism and Bilingual Deaf Education
Perspectives on Deafness
Series Editors
Marc Marschark
Patricia Elizabeth Spencer
The Gestural Origin of Language
David F. Armstrong and Sherman E. Wilcox
Teaching Deaf Learners: Psychological and Developmental
Foundations
Harry Knoors and Marc Marschark
The People of the Eye: Deaf Ethnicity and Ancestry
Harlan Lane, Richard C. Pillard, and Ulf Hedberg
A Lens on Deaf Identities
Irene W. Leigh
Deaf Cognition: Foundations and Outcomes
Edited by Marc Marschark and Peter C. Hauser
Sign Language Interpreting and Interpreter Education: Directions
for Research and Practice
Edited by Marc Marschark, Rico Peterson, and Elizabeth
A. Winston
The World of Deaf Infants: A Longitudinal Study
Kathryn P. Meadow-Orlans, Patricia Elizabeth Spencer, and
Lynn Sanford Koester
Advances in the Sign Language Development of Deaf Children
Edited by Brenda Schick, Marc Marschark, and Patricia
Elizabeth Spencer
Advances in the Spoken Language Development of Deaf and
Hard-of-Hearing Children
Edited by Patricia Elizabeth Spencer and Marc Marschark
Bilingualism and Bilingual Deaf Education
Edited by
Marc Marschark
Gladys Tang
Harry Knoors
1
1

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Library of Congress Cataloging-in-Publication Data
Bilingualism and bilingual deaf education / edited by Marc Marschark,
Harry Knoors, Gladys Tang.
p. cm.
Includes bibliographical references and index.
ISBN 978–0–19–937181–5
1. Deafness—Psychological aspects. 2. Deaf children—Language.
3. Sign language acquisition. 4. Oral communication. I. Marschark, Marc.
HV2380.B55 2014
371.91′2—dc23
2013050413
9 8 7 6 5 4 3 2 1
Printed in the United States of America
on acid-free paper
Contents
Preface ix
Contributors xiii
1. Bilingualism and Bilingual Deaf Education:
Time to Take Stock 1
Harry Knoors, Gladys Tang, and Marc Marschark
Part One: Linguistic, Cognitive, and Social Foundations
2. Language Development and Language Interaction in Sign
Bilingual Language Acquisition 23
Carolina Plaza-Pust
3. Language Acquisition by Bilingual Deaf Preschoolers:
Theoretical and Methodological Issues and Empirical Data 54
Pasquale Rinaldi, Maria Cristina Caselli, Daniela Onofrio,
and Virginia Volterra
4. Bimodal Bilingual Cross-Language Interaction:
Pieces of the Puzzle 74
Ellen Ormel and Marcel Giezen
5. Sign Language and Reading Comprehension:
No Automatic Transfer 102
Daniel Holzinger and Johannes Fellinger
6. The Influence of Communication Mode on Language
Development in Children with Cochlear Implants 134
Elizabeth A. Walker and J. Bruce Tomblin
7. Psychosocial Development in Deaf and Hard-of-Hearing
Children in the Twenty-first Century: Opportunities and
Challenges 152
Manfred Hintermair
8. Bilingualism and Bimodal Bilingualism in Deaf
People: A Neurolinguistic Approach 187
Ana Mineiro, Maria Vânia Silva Nunes, Mara Moita,
Sónia Silva, and Alexandre Castro-Caldas
v
vi Contents
Part Two: Education
9. Navigating Two Languages in the Classroom:
Goals, Evidence, and Outcomes 213
Marc Marschark and ChongMin Lee
10. Improving Reading Instruction to Deaf and
Hard-of-Hearing Students 242
Loes Wauters and Annet de Klerk
11. Quality of Instruction in Bilingual Schools for Deaf
Children: Through the Children’s Eyes and
the Camera’s Lens 272
Daan Hermans, Loes Wauters, Annet de Klerk,
and Harry Knoors
12. Shifting Contexts and Practices in Sign Bilingual
Education in Northern Europe: Implications for
Professional Development and Training 292
Ruth Swanwick, Ola Hendar, Jesper Dammeyer,
Ann-Elise Kristoffersen, Jackie Salter, and Eva Simonsen
Part Three: Bilingual Education in Co-enrollment Settings
13. Language Development of Deaf Children in
a Sign Bilingual and Co-enrollment Environment 313
Gladys Tang, Scholastica Lam, and Kun-man Chris Yiu
14. Social Integration of Deaf and Hard-of-Hearing
Students in a Sign Bilingual and Co-enrollment
Environment 342
Kun-man Chris Yiu and Gladys Tang
15. Sign Bilingual and Co-enrollment Education
for Children with Cochlear Implants in Madrid,
Spain 368
Mar Pérez Martin, Marian Valmaseda Balanzategui,
and Gary Morgan
16. The Twinschool: A Co-enrollment Program
in the Netherlands 396
Daan Hermans, Annet de Klerk, Loes Wauters,
and Harry Knoors
17. Co-enrollment in the United States: A Critical
Analysis of Benefits and Challenges 424
Shirin Antia and Kelly K. Metz
Contents vii
Epilogue
18. Perspectives on Bilingualism and Bilingual
Education for Deaf Learners 445
Marc Marschark, Harry Knoors, and Gladys Tang
Index 477

Preface
At the 2010 International Congress on the Education of the Deaf (ICED),
an appeal was made for the return of sign language and Deaf teachers in
educating deaf children. The resolution, “A New Era: Deaf Participation
and Collaboration,” was offered by the ICED 2010 Organizing Committee
and the British Columbia Deaf Community in response to accumulating
evidence generated by research on signed languages since the 1960s. In
fact, even before this global appeal and despite the predominance of oral
education in 1970s and 1980s, many countries in Europe, as well as the
United States and Australia, already had attempted to incorporate sign
language into the education of deaf children in both special and regular
school settings.
The surge of interest in bilingual education may be perceived as a
reaction against frustrations about the not so impressive outcomes of
the oral-only approach in educating and raising many deaf children
for decades. Treating sign language as a first language, this bilingual
education approach assumes that a stronger first language will support
deaf children’s acquisition of a written/spoken language, especially
with regard to literacy, thus supporting academic attainment more
broadly. Other parts of the world have not kept pace with this devel-
opment. Research on sign language did not reach Asia, for example,
until early 1990s, and hence oral education has remained the dominant
mode of deaf education in both special and regular settings. Recently,
however, there was the establishment of a sign bilingual school for the
deaf in Japan (Meisei Gakuen School for the Deaf, 2008) and indepen-
dent sign bilingual programs in special settings in China (e.g., SigAm
Bilingual Education Project for Deaf Children, 2004–2013; UNICEF’s
Sign Bilingual Program, Tianjin, 2001–2009) and Hong Kong (The
Jockey Club Sign Bilingualism and Co-enrollment in Deaf Education
Program, 2006). From the perspective of the historical development of
bilingual education for the deaf, different countries in the world thus
are riding on the concept at different stages of development.
Since its inception, bilingual education in special settings has faced
challenges. The language of instruction and communication in the
special setting has been a major area of contention. Today, depend-
ing on the program, the language of classroom instruction can range
from a natural signed language to sign-supported speech to artifi-
cial signed communication systems; and use of the vernacular may
ix