Ideologic signs in Deaf education discourse
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María Ignacia Massone
Abstract
The chapter deals with the ideological implications of discourse strategies for deaf education in Argentina. The emerging bilingual-bicultural discourse (BBD), introduced in educational discourse in 1985, has questioned existing values, and struggled to impose new ones based on the socio-anthropological perspective. However, the analysis shows that oralist education discourse – the dominant discourse (DD) in the field – refuses to accept the bilingual-bicultural model of deaf education, and that there is a greater reluctance to recognize its bicultural component, presenting even more difficulties than the linguistic one. In Bourdieu’s terms, deaf education cannot change its habitus. I will thus argue that the discursive formations of deaf education are in fact quite similar across time, since the first law approved in 1895 to more recent laws and documents and even in teachers of the deaf representations. The neo-oralist discourse involves the naturalization of bilingual-bicultural discourse concepts that have been ambiguously appropriated by the DD in order to maintain the status quo, that is, oralism.
Abstract
The chapter deals with the ideological implications of discourse strategies for deaf education in Argentina. The emerging bilingual-bicultural discourse (BBD), introduced in educational discourse in 1985, has questioned existing values, and struggled to impose new ones based on the socio-anthropological perspective. However, the analysis shows that oralist education discourse – the dominant discourse (DD) in the field – refuses to accept the bilingual-bicultural model of deaf education, and that there is a greater reluctance to recognize its bicultural component, presenting even more difficulties than the linguistic one. In Bourdieu’s terms, deaf education cannot change its habitus. I will thus argue that the discursive formations of deaf education are in fact quite similar across time, since the first law approved in 1895 to more recent laws and documents and even in teachers of the deaf representations. The neo-oralist discourse involves the naturalization of bilingual-bicultural discourse concepts that have been ambiguously appropriated by the DD in order to maintain the status quo, that is, oralism.
Kapitel in diesem Buch
- 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
Kapitel in diesem Buch
- 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
