Bilingualism and Bilingual Deaf Education

Edited by Marc Marschark, Gladys Tang, and Harry Knoors

Perspectives on Deafness

Contains previously unpublished studies on bilingualism and bilingual deaf education
Discusses controversial issues confronting deaf individuals, a group that is both identified as having a disability and as a linguistic-cultural minority
Examines co-enrollment programming in bilingual education, a newer approach to bilingual education in regular school settings
Offers a multidisciplinary approach

Bilingualism and Bilingual Deaf Education

Edited by Marc Marschark, Gladys Tang, and Harry Knoors

Description

In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds.

The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.

Bilingualism and Bilingual Deaf Education

Edited by Marc Marschark, Gladys Tang, and Harry Knoors

Perspectives on Deafness

Preface
1. Bilingualism and Bilingual Deaf Education: Time To Take Stock
Harry Knoors, Gladys Tang, and Marc Marschark
Part 1. Linguistic, Cognitive and Social Foundations

2. Language Development and Language Interaction in Sign Bilingual Language Acquisition
Carolina Plaza-Pust
3. Language Acquisition by Bilingual Deaf Preschoolers: Theoretical, Methodological Issues and Empirical Data
Pasquale Rinaldi, Maria Cristina Caselli, Daniela Onofrio, and Virginia Volterra
4. Bimodal Bilingual Cross-Language Interaction: Pieces of the Puzzle
Ellen Ormel and Marcel Giezen
5. Sign Language and Reading Comprehension: No Automatic Transfer
Daniel Holzinger and Johannes Fellinger
6. The Influence of Communication Mode on Language Development in Children with Cochlear Implants
Elizabeth Walker and Bruce Tomblin
7. Psychosocial Development in Deaf and Hard-of-Hearing Children in the 21st Century: Opportunities and Challenges
Manfred Hintermair
8. Bilingualism and Bimodal Bilingualism in Deaf People: A Neurolinguistic Approach
Ana Mineiro, Maria Vânia Silva Nunes, Mara Moita, Sónia Silva, and Alexandre Castro-Caldas
Part 2. Education
9. Navigating Two Languages in the Classroom: Goals, Evidence, and Outcomes
Marc Marschark and ChongMin Lee
10. Improving Reading Instruction to Deaf and Hard-of-Hearing Students
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
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
Ruth Swanwick, Ola Hendar, Jesper Dammeyer, Ann-Elise Kristoffersen, Jackie Salter, and Eva Simonsen
Part 3. Bilingual education in co-enrollment settings

13. Language Development of Severe to Profoundly Deaf Children Studying in a Sign Bilingual and Co-Enrollment Environment
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
Kun-man Chris Yiu and Gladys Tang
15. Sign Bilingual and Co-Enrollment Education for Children with Cochlear Implants in Madrid, Spain: A Case Study
Mar Pérez Martin, Marian Valmaseda Balanzategui, and Gary Morgan
16. The Twinschool: A Co-Enrollment Program in the Netherlands
Daan Hermans, Annet de Klerk, Loes Wauters, and Harry Knoors
17. Co-Enrollment in the United States: A Critical Analysis of Benefits and Challenges
Shirin Antia and Kelly K. Metz
Epilogue
18. Perspectives on Bilingualism and Bilingual Education for Deaf Learners
Marc Marschark, Harry Knoors, and Gladys Tang

Bilingualism and Bilingual Deaf Education

Edited by Marc Marschark, Gladys Tang, and Harry Knoors

Perspectives on Deafness

Author Information

Edited by Marc Marschark, Professor and Director, National Technical Institute for the Deaf / Rochester Institute of Technology, Gladys Tang, Professor of Linguistics and Modern Languages, Chinese University of Hong Kong, and Harry Knoors, General Director of Knowledge & Innovation, Royal Dutch Kentalis; Professor, Behavioral Science Institute, Radboud University Nijmegen, The Netherlands

Marc Marschark is Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. He is Editor of the Journal of Deaf Studies and Deaf Education.

LGladys Tang is Professor at the Department of Linguistics and Modern Languages, Chinese University of Hong Kong. She is also Director of The Centre for Sign Linguistics and Deaf Studies and Co-director of Research and Technology Centre for Language and Communication Disorders, Shenzhen Research Institute, Chinese University of Hong. Her primary interest are sign linguistics and language acquisition of deaf and hard-of-hearing children. She is currently a member of the editorial board of Journal of Deaf Studies and Deaf Education, Sign Language Typology Series, Berlin: Mouton de Gruyter/Ishara Press, and International Editor of the editorial board Gengo Kenkyu (Journal of the Linguistic Society of Japan), Japan.

Contributors:

Shirin Antia
Deptartment of Disability & Psychoeducational Studies
University of Arizona
Tucson, Arizona

Marian Valmaseda Balanzategui
Equipo Específico de Discapacidad Auditiva
Madrid, Spain

Alexandre Castro Caldas
Institute of Health Sciences
Portuguese Catholic University
Lisboa, Portugal

Maria Cristina Caselli
Institute of Cognitive Sciences and Technologies
Italian National Research Council
Rome, Italy

Jesper Dammeyer
Department of Psychology
University of Copenhagen
Copenhagen, Denmark

Johannes Fellinger
Institut für Sinnes- und Sprachneurologie
Konventhospital Barmherzige Brüder
Linz, Austria

Annet de Klerk
Kentalis Talent
Vught, The Netherlands

Marcel Giezen
Laboratory for Language and Cognitive Neuroscience
San Diego, California

Ola Hendar
Department of Psychology
University of Copenhagen
Copenhagen, Denmark

Daan Hermans
Kentalis Academy
Amsterdam, The Netherlands

Manfred Hintermair
Institut für Sonderpädagogik
Pädagogische Hochschule Heidelberg
Heidelberg, Germany

Daniel Holzinger
Institut für Sinnes- und Sprachneurologie
Konventhospital Barmherzige Brüder
Linz, Austria

Harry Knoors
Royal Dutch Kentalis
Kentalis Academy
Amsterdam, The Netherlands

Ann-Elise Kristoffersen
Statped
Oslo, Norway

Scholastica Lam
Centre for Sign Linguistics and Deaf Studies
Department of Linguistics and Modern Languages
Chinese University of Hong Kong
Shatin, Hong Kong

ChongMin Lee
Center for Education Research Partnerships
National Technical Institute for the Deaf
Rochester, New York

Marc Marschark
Center for Education Research Partnerships
National Technical Institute for the Deaf
Rochester, New York

Kelly K. Metz
Deptartment of Disability & Psychoeducational Studies, College of Education
University of Arizona
Tucson, Arizona

Ana Mineiro
Institute of Health Sciences
Portuguese Catholic University
Lisboa, Portugal

Gary Morgan
Deafness, Cognition and Language Research Centre
City University London
London, United Kingdom

Mar Perez Martin
Equipo Específico de Discapacidad Auditiva
Madrid, Spain

Mara Moita
Institute of Health Sciences
Portuguese Catholic University
Lisboa, Portugal

Maria Vânia Silva Nunes
Institute of Health Sciences
Portuguese Catholic University
Lisboa, Portugal

Daniela Onofrio
Institute of Cognitive Sciences and Technologies
Italian National Research Council
Rome, Italy

Ellen Ormel
Department of Linguistics
Centre for Language Studies
Radboud University Nijmegen
Nijmegen, The Netherlands

Carolina Plaza-Pust
Johann Wolfgang Goethe-Universitaet
Fachbereich Neuere Philologien
Institut für Linguistik
Frankfurt, Germany

Pasquale Rinaldi
Institute of Cognitive Sciences and Technologies
Italian National Research Council
Rome, Italy

Sónia Silva
Institute of Health Sciences
Portuguese Catholic University
Lisboa, Portugal

Ruth Swanwick
School of Education
University of Leeds
Leeds, United Kingdom

Jackie Salter
School of Education
University of Leeds
Leeds, United Kingdom

Eva Simonsen
Statped sørøst
Oslo, Norway

Gladys Tang
Centre for Sign Linguistics and Deaf Studies
Department of Linguistics and Modern Languages
Chinese University of Hong Kong
Shatin, Hong Kong

J. Bruce Tomblin
Department of Communication Sciences and Disorders
University of Iowa
Iowa City, Iowa

Virginia Volterra
Institute of Cognitive Sciences and Technologies
Italian National Research Council
Rome, Italy

Elizabeth Walker
Department of Communication Sciences and Disorders
250 Hawkins Drive
University of Iowa
Iowa City, Iowa

Loes Wauters
Kentalis Academy
Amsterdam, The Netherlands

Chris Yiu
Centre for Sign Linguistics and Deaf Studies
Department of Linguistics and Modern Languages
Chinese University of Hong Kong
Shatin, Hong Kong

Bilingualism and Bilingual Deaf Education

Edited by Marc Marschark, Gladys Tang, and Harry Knoors

Perspectives on Deafness

Reviews and Awards

"...that this book is informative and addresses a range of complex and interrelated topics...highlighting critical issues that need to be contemplated in order for efficacy, effectiveness, and implementation research in the area of bilingual deaf education programming to become more focused and rigorous" - Lynn M. McQuarrie, Journal of Deaf Studies and Deaf Education