6 Sign Bilingualism as Semiotic Resource in Science Education: What Does It Mean?

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Foreword xi
5. Introduction: Plurilingualism and (In)competence in Deaf Education 1
6. Part 1: Plurilingual Language Planning in Deaf Education
7. 1 Four Decades of Sign Bilingual Schools in Sweden: From Acclaimed to Challenged 15
8. 2 Sign Language Planning and Policy in Ontario Teacher Education 35
9. 3 Bourdieu, Plurilingualism and Sign Languages in the UK 60
10. 4 Plurilingualism in Deaf Education in France: Language Policies, Ideologies and Practices for the Bimodal Bilingual Skills of Deaf Children 81
11. 5 Plurilingualism and Policy in Deaf Education 103
12. Part 2: Plurilingual Education Practices and Models
13. 6 Sign Bilingualism as Semiotic Resource in Science Education: What Does It Mean? 129
14. 7 Bimodal Bilingual Programming at a Canadian School for the Deaf 149
15. 8 Implementing a New Design in Parent Sign Language Teaching: The Common European Framework of Reference for Languages 173
16. 9 Family Language Policy and Planning: Families with Deaf Children 195
17. 10 Critical Perspectives on Education Mediated by Sign Language Interpreters: Inclusion or the Illusion of Inclusion? 217
18. Index 240