This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children’s language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.
Inhaltsverzeichnis
Contributors
Foreword
Kristin Snoddon and Joanne C. Weber: Introduction: Plurilingualism and (In)competence in Deaf Education
Part 1: Plurilingual Language Planning in Deaf Education
Chapter 1. Krister Schönström and Ingela Holmström: Four Decades of Sign Bilingual Schools in Sweden: From Acclaimed to Challenged
Chapter 2. Kristin Snoddon: Sign Language Language Planning and Policy in Ontario Teacher Education
Chapter 3. Dai O’Brien: Bourdieu, Plurilingualism and Sign Languages in the UK
Chapter 4. Saskia Mugnier: Plurilingualism in Deaf Education in France: Language Policies, Ideologies and Practices for the Bimodal Bilingual Skills of Deaf Children
Chapter 5. Joanne C. Weber: Plurilingualism and Policy in Deaf Education
Part 2: Plurilingual Education Practices and Models
Chapter 6. Camilla Lindahl: Sign Bilingualism as Semiotic Resource in Science Education: What Does It Mean?
Chapter 7. Charlotte Enns, Karen Priestley and Shauna Arbuckle: Bimodal Bilingual Programming at a Canadian School for the Deaf
Chapter 8. Joni Oyserman and Mathilde de Geus: Implementing a New Design in Parent Sign Language Teaching: The Common European Framework of Reference for Languages
Chapter 9. Julie Mitchener and Christi Batamula: Family Language Policy and Planning: Families with Deaf Children
Chapter 10. Debra Russell: Critical Perspectives on Education Mediated by Sign Language Interpreters: Inclusion or the Illusion of Inclusion?
Index
Über den Autor
Kristin Snoddon is an Associate Professor with the School of Early Childhood Studies, Ryerson University, Toronto, Canada. Her research and professional experience include collaborative work with deaf communities in developing sign language and early literacy programming for young deaf children and their parents. Additionally, she analyses policy issues related to inclusive education, sign language rights, and acquisition planning for ASL. She has served as Co‑ordinator for the World Federation of the Deaf’s Expert Group on Deaf Education.
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