Journal of Deaf Studies and Deaf Education, Vol 4, 1-8, Copyright © 1999 by Oxford University Press
C Mayer and C Akamatsu
As Carolyn Ewoldt (1996) points out '[M]uch has been written of late about
the viability of a bilingual focus in deaf education.' While these writings
are necessary to the ongoing pedagogical dialogue in the field, much of the
rhetoric suffers because, rather than truly adopting a 'holistic
perspective', arguments and positions focus only on selected aspects of the
relevant theoretical and research information. If proponents of bilingual
education for deaf children truly rely on 'research on the benefits of
native sign language and from theoretical and research support coming from
other disciplines' (Ewoldt, 1996, p. 5) to support their claims, then these
research and theoretical supports must be examined as comprehensively, and
holistically, as possible. Weaving together only a few threads of theory
and research does not create the fabric for a pedagogical position that can
withstand close scrutiny and analysis.In this article, we will touch on
some of the major claims made in explications of bilingual models of
literacy education for deaf students (Baker, 1997; Livingston, 1997;
Mashie, 1995; Mason & Ewoldt, 1996). Our goal is to broaden the
scope of the discussion on some of the major arguments and to encourage an
expanded dialogue in this ongoing debate. It is not our aim to argue
against the concept of bilingual education for deaf students nor to
advocate the exclusion of native sign languages from the classroom. Rather,
we support the concept of a bilingual education for deaf students with
native sign languages playing a key role; however, we contend that the
model as it is currently conceived requires further scrutiny and analysis.
ARTICLES
Bilingual-bicultural models of literacy education for deaf students: considering the claims
Ontario Institute for Studies in Education, Canada; Toronto Board of Education, Canada; Corresponding author at: 95 Ferrier Avenue, Toronto, Ontario, Canada M4K 3116. E-mail: cmayer@oise.utoronto.ca
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