Description
Book SynopsisThis 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.
Trade ReviewThis book makes a compelling case for recognising that deaf people have always had, and increasingly will have, diverse language repertoires which must be leveraged with deaf-centered insight for effective education. The plurilingual framework is a refreshing departure from reductionist binaries about language practices and identities entrenched in this field. These scholars inspire us to look and think outside those lines, and to grapple with the reality and potential of language hybridity. * Rachel L. McKee, Victoria University of Wellington, New Zealand *
This is a powerful book which should be required reading by all working in inclusive education settings and deaf education. The editors and chapter contributors have pulled together a multi-country overview of the successes of sign-language based education, but also a clear-eyed view of the policy failures in multiple countries which have stymied efforts to ensure deaf children receive linguistically appropriate education in their national sign languages. Fortunately, the volume also offers a way forward beyond linguistic monolingualism and towards a new model of plurilingual sign language environments. * Joseph J. Murray, Gallaudet University, USA *
The plurilingual lens definitely is a welcome addition that will help research and practice in deaf education move forward, which will eventually benefit deaf learners. I agree with the editors that this should be the ultimate goal.
-- Maartje De Meulder, HU University of Applied Sciences, Utrecht, The Netherlands * Journal of Sociolinguistics, 2022 *
Table of ContentsContributors
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
