Sign bilingualism in Spanish deaf education
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Esperanza Morales-López
Abstract
This chapter is part of a larger research project that approaches the study of the sociolinguistic and socio-discursive changes that have taken place over the last decade in the Spanish Deaf community in the light of contact with the wider European and worldwide deaf movement. In the research presented in this chapter, the aim has been to observe these changes from an institutional perspective: (1) an analysis of the changes that have taken place in certain education centres, where oralist teaching methods have been replaced by bilingual methods and the reactions of the education authorities to such changes; and (2) an ideological analysis of political discourse on deafness by politicians and the latest publications of experts in deaf education.
Abstract
This chapter is part of a larger research project that approaches the study of the sociolinguistic and socio-discursive changes that have taken place over the last decade in the Spanish Deaf community in the light of contact with the wider European and worldwide deaf movement. In the research presented in this chapter, the aim has been to observe these changes from an institutional perspective: (1) an analysis of the changes that have taken place in certain education centres, where oralist teaching methods have been replaced by bilingual methods and the reactions of the education authorities to such changes; and (2) an ideological analysis of political discourse on deafness by politicians and the latest publications of experts in deaf education.
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Foreword xi
- Acknowledgements xv
- Code-mixing in signs and words in input to and output from children 1
- Does the knowledge of a natural sign language facilitate Deaf children's learning to read and write? Insights from French Sign Language and written French data 29
- Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French 51
- Why variation matters: On language contact in the development of L2 written German 73
- Deaf and hearing children: Reading together in preschool 137
- Can signed language be planned? Implications for interpretation in Spain 165
- Language use and awareness of deaf and hearing children in a bilingual setting 195
- Sign bilingualism in Spanish deaf education 223
- Ideologic signs in Deaf education discourse 277
- Sign language and oral/written language in Deaf education in China 297
- Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations 333
- Index 381
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Foreword xi
- Acknowledgements xv
- Code-mixing in signs and words in input to and output from children 1
- Does the knowledge of a natural sign language facilitate Deaf children's learning to read and write? Insights from French Sign Language and written French data 29
- Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French 51
- Why variation matters: On language contact in the development of L2 written German 73
- Deaf and hearing children: Reading together in preschool 137
- Can signed language be planned? Implications for interpretation in Spain 165
- Language use and awareness of deaf and hearing children in a bilingual setting 195
- Sign bilingualism in Spanish deaf education 223
- Ideologic signs in Deaf education discourse 277
- Sign language and oral/written language in Deaf education in China 297
- Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations 333
- Index 381
