Relevant bibliographies by topics / Bilingual education of the deaf

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Bilingual education of the deaf'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Bilingual education of the deaf"

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Pribanić, Ljubica. "Sign Language and Deaf Education." Investigating Understudied Sign Languages - Croatian SL and Austrian SL, with comparison to American SL 9, no. 1-2 (2006): 233–54. http://dx.doi.org/10.1075/sll.9.1.12pri.

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Deaf education in Croatia still continues to use a predominantly auditory-speech approach, spoken Croatian only, and simultaneous communication (SC). In the last few years a few changes in tradition have been made: most importantly, educational interpreting is now available in high schools and at the university level. Given the lack of bilingual deaf education and early sign language exposure, deaf children make very slow progress in literacy, compared with deaf children of deaf parents. Benefits of early sign language acquisition can be seen in deaf children of deaf parents not only in better social adaptation skills, but also in their better academic achievement compared with other deaf children. The cultural approach to deaf education views sign language as the most natural linguistic form of deaf people, and a powerful means of communication for all purposes and in all circumstances. Here, we discuss case studies of Sweden and Denmark, with 20 years of tradition in deaf bilingual education; the Netherlands, with about 10 years of deaf bilingual education; and Spain, where deaf bilingual education is in the process of implementation. These examples (Sweden, Spain, Netherlands) demonstrate the processes of policy changes and the shift to deaf education that is aimed at taking care of the needs of deaf children and their families, as well as implementing the human rights protections for linguistic minorities.
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Drasgow, Erik. "Bilingual/Bicultural Deaf Education: An Overview." Sign Language Studies 1080, no. 1 (1993): 243–66. http://dx.doi.org/10.1353/sls.1993.0004.

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Swanwick, Ruth. "Deaf children's bimodal bilingualism and education." Language Teaching 49, no. 1 (2015): 1–34. http://dx.doi.org/10.1017/s0261444815000348.

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This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities.
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Pribanić, Ljubica. "Sign Language and Deaf Education: A new tradition." Sign Language and Linguistics 9, no. 1-2 (2006): 233–54. http://dx.doi.org/10.1075/sll.9.1-2.12pri.

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Deaf education in Croatia still continues to use a predominantly auditory-speech approach, spoken Croatian only, and simultaneous communication (SC). In the last few years a few changes in tradition have been made: most importantly, educational interpreting is now available in high schools and at the university level. Given the lack of bilingual deaf education and early sign language exposure, deaf children make very slow progress in literacy, compared with deaf children of deaf parents. Benefits of early sign language acquisition can be seen in deaf children of deaf parents not only in better social adaptation skills, but also in their better academic achievement compared with other deaf children. The cultural approach to deaf education views sign language as the most natural linguistic form of deaf people, and a powerful means of communication for all purposes and in all circumstances. Here, we discuss case studies of Sweden and Denmark, with 20 years of tradition in deaf bilingual education; the Netherlands, with about 10 years of deaf bilingual education; and Spain, where deaf bilingual education is in the process of implementation. These examples (Sweden, Spain, Netherlands) demonstrate the processes of policy changes and the shift to deaf education that is aimed at taking care of the needs of deaf children and their families, as well as implementing the human rights protections for linguistic minorities.
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Svartholm, Kristina. "Bilingual Education For The Deaf In Sweden." Sign Language Studies 1081, no. 1 (1993): 291–332. http://dx.doi.org/10.1353/sls.1993.0002.

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Svartholm, Kristina. "Bilingual education for deaf children in Sweden." International Journal of Bilingual Education and Bilingualism 13, no. 2 (2010): 159–74. http://dx.doi.org/10.1080/13670050903474077.

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Sutton-Spence, Rachel. "Why we need signed poetry in bilingual education." Educar em Revista, spe-2 (2014): 111–27. http://dx.doi.org/10.1590/0104-4060.37231.

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A truly bilingual and bicultural education for deaf children requires them to learn about the deaf art-form of sign language poetry. In this article I outline the advantages and challenges of doing this. Reviewing the scarce literature on teaching deaf children signed poetry, whether translated or original, I relate it to the use of literature in L2-learning settings. Reflections of deaf teacher-poets from the UK show that deaf children readily relate to signed poetry, and with informed language focus from teachers it helps them to develop a range of language skills, and express their emotions. Barriers to this, however, include lack of training and awareness for both deaf and hearing teachers - even when the teachers are poets.
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Mason, David, and Carolyn Ewoldt. "Whole Language and Deaf Bilingual-Bicultural Education — Naturally!" American Annals of the Deaf 141, no. 4 (1996): 293–98. http://dx.doi.org/10.1353/aad.2012.0383.

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Skliar, Carlos, and Ronice Muller Quadros. "Bilingual Deaf Education in the South of Brazil." International Journal of Bilingual Education and Bilingualism 7, no. 5 (2004): 368–80. http://dx.doi.org/10.1080/13670050408667820.

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Campos, Tania. "Change and promise: bilingual deaf education and deaf culture in Latin America." Deafness & Education International 21, no. 4 (2018): 240–41. http://dx.doi.org/10.1080/14643154.2018.1543817.

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Dissertations / Theses on the topic "Bilingual education of the deaf"

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Geeslin, Joseph David. "Deaf bilingual education a comparison of the academic performance of deaf children of deaf parents and deaf children of hearing parents /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3287372.

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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4582. Adviser: Khaula Murtadha. Title from dissertation home page (viewed May 21, 2008).
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Berger, Kimberly E. "Deaf Bilingual Education: A Return to Our ASL Roots." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967911761&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Kartchner, Ruth Elizabeth Claros. "Ideologies of deafness: Deaf education in Hispanic America." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284219.

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Minority language people are sometimes simplistically viewed as lacking the language of the majority, and Deaf people are simplistically viewed as lacking hearing, thus ignoring the sociocultural realities of both groups. It is only in the last two decades that attempts have been made to articulate a Deaf ideology that considers deafness as a sociocultural characteristic rather than a defect. This dissertation asserts that there are three different types of ideologies that have co-existed since the beginning of time, and that influence deaf education even today: (1) Deafness as a terminal trait: this is defined as the type of ideology that places deaf individuals on a track that leads to a dead end. (2) Deafness as a limiting trait: This ideology views the deaf as handicapped people with limited possibilities for attaining the highest possible intellectual goals; and (3) Deafness as a socio-cultural trait: This ideology views deaf people as having their own language and culture who can fully develop their intellectual capacity through their natural language and culture and the language and culture of the hearing society in which they live, thus becoming bilingual and bicultural. This dissertation will answer the following question: How have these ideologies shaped deaf education in Argentina, Chile, Colombia, Cuba, Ecuador, Guatemala, Mexico, Nicaragua, Puerto Rico, Uruguay, and Venezuela, in the areas of (a) language use; (b) educational trends; and (c) societal aims for the deaf population? The results of this research can help Latin American educators to re-evaluate deaf educational systems in use today, and educators of the deaf around the world. The Deaf in Hispanic America are witnessing the evolution of national paradigms as their languages are recognized as official in Venezuela, Uruguay, Colombia, Ecuador, Nicaragua and Cuba. Governments are taking legal action to recognize and to accept other forms of communication, such as sign language for the Deaf and Braille for the blind in Ecuador. The remaining countries do not recognize their sign language as official. Educators are implementing programs different approaches, such as oralism, Total Communication, and bilingual education, and integrating Deaf students into regular classes.
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Kenney, Patricia C. "Deaf Peer Tutors and Deaf Tutees as Pairs in a College Writing Center." Thesis, University of Rochester, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13833160.

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<p> This dissertation seeks to understand college writing-center work between peer tutors and college students&mdash;called <i>peer tutoring</i>. Specifically, this study explores peer tutoring between deaf peer tutors and deaf tutees as they discuss academic writing. Further, this study investigates how deaf peer tutors and deaf tutees who are bilingual users of American Sign Language (ASL) and English use strategies to support the learning of academic writing during a tutorial session in a writing center. My review of the writing-center literature shows that research on the topic of a deaf peer tutor (DPT) and a deaf tutee (DT) as a pair is limited. While the literature on deaf tutees is expanding, the research studies on deaf peer tutors remain little understood. In fact, the literature on the retention rate of deaf college students remains low and persistent (Marschark &amp; Hauser, 2008). I conducted a qualitative case study to explore the DPT-DT interaction in a writing-center setting with a theoretical framework of (1) sociocultural, (2) ASL/English bilingual, and (3) Deaf Critical (DeafCrit) theories. The analytical framework contains an early form of grounded theory analysis and a four-layer discourse analysis, which highlights the micro and macro views of the DPT-DT interaction. One of the three main findings shows that the study participants relied on visual discourse markers, consisting of signed modality and peripheral communication, which clearly supports deaf-student learning of academic writing in English. Another finding reveals that tutors offered many `explaining incidents' compared to the other five means of assistance: giving feedback, questioning, giving hints, modeling, and instructing. Finally, the third finding relates to the participants' lived experiences of audism during their school years where they experienced limited access to learning English incidentally&mdash;a form of oppression. This research effort has the potential to promote writing support for deaf students and writing-center practices for hearing and deaf tutors who are interested in working with deaf students. Further, this research effort has the potential to improve the retention rate for deaf college students and to increase career opportunities for deaf peer tutors in the writing-center field.</p><p> Keywords: Academic writing, writing center, peer tutoring, deaf college students, discourse markers, sociocultural theories, ASL/English bilingual theory, DeafCrit</p><p>
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Ryu, Joanne J. "SPEECH AND LANGUAGE DEVELOPMENT OF BILINGUAL DEAF AND HARD OF HEARING CHILDREN." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3754.

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Due to gaps in literature exploring communication outcomes in Deaf and Hard of Hearing (DHH) children with access to more than one spoken language, limited agreement on optimal language use for DHH children, and an ongoing cultural and linguistic loss in this population, the aim of this pilot study was to further the literature and comprehensively explore the impact of oral bilingualism in DHH children. Participants were self-selected and recruited primarily through relevant social media. Speech and language development in children were observed and quantified at two time points (at the time of enrollment into the study and subsequently after 3-4 months of initial assessment), through administration of standardized questionnaires and twenty minutes of conversational play language samples between the parent and child. Specific language constructs such as the mean length utterance, number of total words, number of different words, and rate of spoken words per minute were analyzed. Speech production skills were assessed by identifying the sounds the child was able to produce during the conversational play sample to compare to monolingual norms. The data from the five case studies presented in this paper indicated that DHH children with access to more than one language were able to develop language skills on par with their typical hearing peers when factors such as early acoustic access, linguistically rich environment, and active parent advocacy were present.
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To, Sing You Samuel. "Deaf education in early childhood : bilingual approaches in mainland China from 1996-2004." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/307/.

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This study investigates Sign Bilingual Education experimental projects introduced by Non Governmental Organizations for deaf children in their early childhood in six sites in five cities in Mainland China from 1996 to 2004. It focuses on the ways in which those involved – above all those in the NGOs – discussed and debated the principles and issues on the one hand and the practices and intended outcomes on the other. Three guiding research questions were formulated after the study of existing related literature: 1) What were the perspectives and claims of the advocators and the opponents of Chinese Sign Bilingual Education (SBE)? 2) What was the reality of the models of SBE seen through the eyes of those responsible? 3) What were the characteristics of the models? Ethnographic methods were used in all six experimental sites including interviews, classrooms observations, and archive studies, during a period from autumn 2003 to summer 2008. Data were analysed using a continuous question and comparison method to establish themes and issues which were common to the many participants and different experiments and sites in this China Case. The findings are presented in a taxonomy format on the basis of what the Sign Bilingual Education insiders perceived and presented. This taxonomy covers 1) the aims, the perspectives, the claims and the common propositions of Chinese Sign Bilingual Education organizers; 2) the characteristics of Chinese Sign Bilingual Education models; 3) the common claims of successful outcomes of the Sign Bilingual Education models; 4) the two types of Sign Bilingual Education models: Two-plus-two model for rural area and Two-plus-four model for urban area. The data suggest Sign Bilingual Education models in mainland China in the period under consideration, are rights-oriented models, developmental models, and tools for the reform of deaf education. A ‘Two-plus-four model’ has been developed which is referred to as a strong bilingual/ weak bicultural Sign Bilingual Education model.
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Jimenez-Sanchez, Claudia 1969. "The practice, relevance, and effectiveness of having two teachers, one hearing and one deaf, team teach to meet the academic, linguistic and socio-emotional needs of deaf students." Thesis, The University of Arizona, 1996. http://hdl.handle.net/10150/291895.

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This study examined the practice and relevance of having a team of two teachers, one Deaf and one hearing, team teaching Deaf students in a coenrolled classroom. Data were collected to answer the research questions by interviewing five teachers and their supervisor. Six successful teams were asked about their experience team teaching, and their perception of the effectiveness of this approach. Informants' responses were videotaped, transcribed and analysed. From interview data, four main categories were identified: (a) Philosophy of Education, (b) perception of roles, (c) benefits of team teaching, and (c) current practice. Data for each category is presented separately including subcategories, and illustrated with quotes from informants. Results of this research encourages professionals to work towards collaborative models that positively impact Deaf students' education. There is sufficient evidence to realise that there is an imperative need for Deaf adults to be involved in the educational process of children and young adults who are Deaf.
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Nover, Stephen Michael. "History of language planning in deaf education: The 19th century." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284155.

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This dissertation documents historical patterns of language planning activities in American deaf education during the 19th century from a sociolinguistic perspective. This comprehensive study begins in the early 1800s, prior to the opening of the first public school for the deaf in Connecticut, tracing and categorizing available literature related to the language of signs and English as the languages of instruction for the deaf through 1900. Borg and Gall's (1989) historical research methodology was employed to ensure that a consistent historical approach was maintained based upon adequate and/or primary references whenever possible. Utilizing Cooper's (1989) language planning framework, each article in this extensive historical collection was categorized according to one of three major types of language planning activities: status planning (SP), acquisition planning (AP), or corpus planning (CP). Until this time, a comprehensive study of this nature has never been pursued in the field of deaf education. As a result, language planning patterns were discovered and a number of myths based upon inaccurate historical evidence that have long misguided educators of the deaf as well as the Deaf community were revealed. More specifically, these myths are related to the belief that 19th century linguistic analysis and scientific descriptions of the language of signs were nonexistent, and that 19th century literature related to the role, use and structure of the language of signs in education was extremely limited. Additionally this study discovered myths related to the status and use of sign language in this country, the history of deaf education programs, the growth and development of oralism and its impact upon existing programs for the deaf and the employment of deaf teachers. It was also revealed that several terms used in the 19th century have been misinterpreted by educational practitioners today who mistakenly believe they are using strategies that were developed long ago. Therefore, this study attempts to 'correct the record' by using primary sources to bring to light a new understanding of the history of deaf education from a language planning perspective.
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Pollisco, Mary Jane 1964. "American Sign Language intervention with deaf children of monolingual Hispanic families: A case study." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278248.

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Deaf children of monolingual Hispanic families possess unique linguistic needs and are recognized as a "minority within a minority" because of their unique language situation, in which case, American Sign Language (ASL), is not available in their environment, and both Spanish and English are essentially spoken languages and not accessible to them. In order to develop a strong language foundation, deaf children need exposure to ASL. Moreover, their own parents, if non-signing, also need exposure to ASL to serve as a language model and to maintain reciprocal and effective communication. A formal signed language intervention program is critical for deaf children and their families of non-English-speaking backgrounds. In response to the linguistic and educational challenge posed by Hispanic deaf children, a complete approach has been developed and utilized in this case study. The ASL intervention project is especially designed to explore the feasibility and outcome of this study in meeting the unique linguistic needs of the Hispanic deaf child and the family.
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Gascón-Ramos, María. "Laying the foundations for well-being in deaf children : exploring professional roles in the delivery of a deaf bilingual-bicultural education." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/b7309099-c4a3-4555-8e00-8b86a1397e91.

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Books on the topic "Bilingual education of the deaf"

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Society, Irish Deaf. Bilingual education for deaf children: Best option for the future? : seminar, St. Patrick's College, Drumcondra, Dublin, Saturday 22nd March 1997. Irish Deaf Publications, 1997.

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Programs, Gallaudet University Pre-College, ed. Educating deaf children bilingually: With insights and applications from Sweden and Denmark. Pre-College Programs, Gallaudet University, 1995.

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Nídia Regina Limeira de Sá. Educação de surdos: A caminho do bilingüismo. Editora da Universidade Federal Fluminense, 1999.

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The path to language: Bilingual education for deaf children. Multilingual Matters, 1990.

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Silva, Angela Carrancho da. Ouvindo o silêncio: Surdez, linguagem e educação. Editora Mediação, 2008.

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Skliar, Carlos. La Educación de los sordos: Una reconstrucción histórica, cognitiva y pedagógica. EDIUNC, 1997.

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Silva, Angela Carrancho da. Ouvindo o silêncio: Surdez, linguagem e educação. Editora Mediação, 2008.

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Mahshie, Shawn Neal. The transition toward bilingual education of deaf children in Sweden and Denmark: Perspectives on language. Gallaudet Research Institute, 1991.

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Bilingual Considerations in the Education of Deaf Students (1990 Las Vegas, Nev.). Bilingual considerations in the education of deaf students: ASL and English, June 28-July 1, 1990. College for Continuing Education, Continuing and Summer Studies, Gallaudet University, 1992.

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Israelite, Neita. Bilingual/bicultural education for deaf and hard-of-hearing students: A review of the literature on the effects of native sign language on majority language acquisition. Ontario Ministry of Education, 1992.

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Book chapters on the topic "Bilingual education of the deaf"

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Reagan, Timothy. "Bilingual Deaf Education." In The Handbook of Bilingual and Multilingual Education. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118533406.ch23.

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Gibson, H., A. Small, and D. Mason. "Deaf Bilingual Bicultural Education." In Bilingual Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_23.

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Tang, Gladys. "Sign Bilingualism in Deaf Education." In Bilingual and Multilingual Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02258-1_35.

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Tang, Gladys. "Sign Bilingualism in Deaf Education." In Bilingual and Multilingual Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02324-3_35-1.

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Tang, Gladys. "Sign Bilingualism in Deaf Education." In Bilingual and Multilingual Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02324-3_35-2.

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Carlson, Martina L., Jill P. Morford, Barbara Shaffer, and Phyllis Perrin Wilcox. "The Educational Linguistics of Bilingual Deaf Education." In Educational Linguistics. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9136-9_7.

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Skliar, Carlos, and Ronice Muller Quadros. "Bilingual Deaf Education in the South of Brazil." In Bilingual Education in South America. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598203-004.

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Tang, Gladys, Robert Adam, and Karen Simpson OBE. "Chapter 10. Educating bilingual and multilingual deaf children in the 21st century." In Understanding Deafness, Language and Cognitive Development. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/tilar.25.10tan.

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van den Bogaerde, Beppie, and Anne Baker. "Are young deaf children bilingual?" In Directions in Sign Language Acquisition. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tilar.2.11bog.

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Garcia, Ofelia. "Bilingual Education." In The Handbook of Sociolinguistics. Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405166256.ch25.

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Conference papers on the topic "Bilingual education of the deaf"

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Bubniak, Fabiana, Laíse Moraes, Bruno Panerai Velloso, Daniel Scandolara, and Saionara Figueiredo. "FILM PRODUCTION TEACHING METHODOLOGIES FOR THE DEAF: THE PALHOÇA BILINGUAL CAMPUS EXPERIENCE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0694.

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Galasso, Bruno, and Dirceu Esdras. "The production process of bilingual courseware at the national institute of education for the deaf." In the 10th International Conference. ACM Press, 2018. http://dx.doi.org/10.1145/3290511.3290543.

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Rubesova, Stepanka. "RAISING BILINGUAL CHILDREN IN BILINGUAL/NON-BILINGUAL FAMILIES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2083.

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Malzkuhn, Melissa, and Melissa Herzig. "Bilingual storybook app designed for deaf children based on research principles." In IDC '13: Interaction Design and Children 2013. ACM, 2013. http://dx.doi.org/10.1145/2485760.2485849.

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Bubniak, Fabiana, Saionara Santos, Bruno Velloso, Laíse Moraes, and Douglas Kaminski. "DEAF FILM CLUB: AESTHETICS EXPRESSION AND SUBJECTIVITY IN DEAF FILMS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0594.

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Silva, Cristina Almeida da, Marcia Hafele Islabao Franco, and Fabio Yoshimitsu Okuyama. "Salabil bilingual education platform." In 2018 International Symposium on Computers in Education (SIIE). IEEE, 2018. http://dx.doi.org/10.1109/siie.2018.8586717.

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Vallejos-Villanueva, Melissa, Luis Naranjo-Zeledon, and Mario Chacon-Rivas. "Deaf Community Integration: Sociotechnical Systems." In 2019 International Conference on Inclusive Technologies and Education (CONTIE). IEEE, 2019. http://dx.doi.org/10.1109/contie49246.2019.00045.

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Liu, Limin. "Embedded systems training with bilingual education." In TENCON 2007 - 2007 IEEE Region 10 Conference. IEEE, 2007. http://dx.doi.org/10.1109/tencon.2007.4429154.

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Hurtado, Nuria, Elisa Guerrero, Elena Romero, and Francisco Rubio. "TOWARDS BILINGUAL TEACHING IN HIGHER EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2214.

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Devaner do Nascimento, Marcos, Francisco Carlos de M. B. Oliveira, Shara Shami Araujo Alves, Adriano Tavares de Freitas, Luiz Alexandre C. B. Gomes, and Anderson Severo de Matos. "A comparative study of deaf and non-deaf students' performance when using a Visual Java Debugger." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190514.

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Reports on the topic "Bilingual education of the deaf"

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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6309.

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Linkov, V. V., and I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.

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Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2516.

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4

Granados Beltrán, Carlo, and Cristine Khan. Deconstructing and Critiquing Interculturality through Film within a Bilingual Education Program in Bogotá, Colombia. Institución Universitaria Colombo Americana ÚNICA, 2018. http://dx.doi.org/10.26817/paper.02.

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Chin, Aimee, N. Meltem Daysal, and Scott Imberman. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18197.

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Smith, Mary. Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.382.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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