The Case for Sign Bilingualism in Irish Deaf Education

Sign bilingual education, for the purpose of this article, is defined as a program at primary or secondary school where sign language is used as the first language of instruction with spoken/written language (e.g. English) as the second language (Knoors et al., 2014). International research on sign...

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Autor principal:	Noel O'Connell
Formato:	article
Lenguaje:	EN GA GD
Publicado:	The Irish Association for Applied Linguistics 2021
Materias:	Sign bilingualism deaf education deaf communities sign language deaf children Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/9bbe848339894d0da52e673fcbeecd23
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spelling	oai:doaj.org-article:9bbe848339894d0da52e673fcbeecd232021-11-27T16:06:57ZThe Case for Sign Bilingualism in Irish Deaf Education0332-205X2565-6325https://doaj.org/article/9bbe848339894d0da52e673fcbeecd232021-11-01T00:00:00Zhttps://journal.iraal.ie/index.php/teanga/article/view/1275https://doaj.org/toc/0332-205Xhttps://doaj.org/toc/2565-6325 Sign bilingual education, for the purpose of this article, is defined as a program at primary or secondary school where sign language is used as the first language of instruction with spoken/written language (e.g. English) as the second language (Knoors et al., 2014). International research on sign bilingual education has been on the rise over the last twenty years to the extent that researchers can no longer ignore its importance in an Irish context. The aim of this article is to establish whether or not a case should be made for sign bilingual education in Ireland. Based on a review of international literature, the article begins by discussing the historical development of sign bilingualism. It then discusses each of the key objectives for such a programme outlined in Marschark et al. (2014): (1) the promotion of first (sign) language acquisition to support literacy and numeracy skills in the second (spoken) language; (2) to use an accessible, visual language as a way to unlock the curriculum for deaf students; (3) to improve proficiency in the written and spoken language of the majority population; (4) to enhance deaf children’s social, emotional and positive identity development and their academic achievement. The study concludes with the argument that, although empirical evidence is limited, there are sufficient grounds for promoting a debate on sign bilingual education at policy level in Ireland. Noel O'ConnellThe Irish Association for Applied LinguisticsarticleSign bilingualismdeaf educationdeaf communitiessign languagedeaf childrenPhilology. LinguisticsP1-1091ENGAGDTeanga: The Journal of the Irish Association for Applied Linguistics , Vol 28 (2021)
institution	DOAJ
collection	DOAJ
language	EN GA GD
topic	Sign bilingualism deaf education deaf communities sign language deaf children Philology. Linguistics P1-1091
spellingShingle	Sign bilingualism deaf education deaf communities sign language deaf children Philology. Linguistics P1-1091 Noel O'Connell The Case for Sign Bilingualism in Irish Deaf Education
description	Sign bilingual education, for the purpose of this article, is defined as a program at primary or secondary school where sign language is used as the first language of instruction with spoken/written language (e.g. English) as the second language (Knoors et al., 2014). International research on sign bilingual education has been on the rise over the last twenty years to the extent that researchers can no longer ignore its importance in an Irish context. The aim of this article is to establish whether or not a case should be made for sign bilingual education in Ireland. Based on a review of international literature, the article begins by discussing the historical development of sign bilingualism. It then discusses each of the key objectives for such a programme outlined in Marschark et al. (2014): (1) the promotion of first (sign) language acquisition to support literacy and numeracy skills in the second (spoken) language; (2) to use an accessible, visual language as a way to unlock the curriculum for deaf students; (3) to improve proficiency in the written and spoken language of the majority population; (4) to enhance deaf children’s social, emotional and positive identity development and their academic achievement. The study concludes with the argument that, although empirical evidence is limited, there are sufficient grounds for promoting a debate on sign bilingual education at policy level in Ireland.
format	article
author	Noel O'Connell
author_facet	Noel O'Connell
author_sort	Noel O'Connell
title	The Case for Sign Bilingualism in Irish Deaf Education
title_short	The Case for Sign Bilingualism in Irish Deaf Education
title_full	The Case for Sign Bilingualism in Irish Deaf Education
title_fullStr	The Case for Sign Bilingualism in Irish Deaf Education
title_full_unstemmed	The Case for Sign Bilingualism in Irish Deaf Education
title_sort	case for sign bilingualism in irish deaf education
publisher	The Irish Association for Applied Linguistics
publishDate	2021
url	https://doaj.org/article/9bbe848339894d0da52e673fcbeecd23
work_keys_str_mv	AT noeloconnell thecaseforsignbilingualisminirishdeafeducation AT noeloconnell caseforsignbilingualisminirishdeafeducation
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The Case for Sign Bilingualism in Irish Deaf Education

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