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Bilingualism and Bilingual Deaf Education$
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Marc Marschark, Gladys Tang, and Harry Knoors

Print publication date: 2014

Print ISBN-13: 9780199371815

Published to Oxford Scholarship Online: August 2014

DOI: 10.1093/acprof:oso/9780199371815.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 23 June 2021

Perspectives on Bilingualism and Bilingual Education for Deaf Learners

Perspectives on Bilingualism and Bilingual Education for Deaf Learners

Chapter:
(p.445) 18 Perspectives on Bilingualism and Bilingual Education for Deaf Learners
Source:
Bilingualism and Bilingual Deaf Education
Author(s):

Marc Marschark

Harry Knoors

Gladys Tang

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199371815.003.0018

The implementation of bilingual education for deaf and hard-of-hearing (DHH) students, involving both sign language and the written/spoken vernacular, has been controversial. Its short history and the limited empirical evidence concerning long-term outcomes create difficulties for critical evaluation of claims made regarding its potential benefits. This chapter reviews the arguments and evidence presented in this volume as well as related literature regarding what we know, what we do not know, and what we need to know about sign bilingualism and bilingual education for DHH children. It considers both theoretical and practical issues associated with cognitive-academic, language, and social-emotional outcomes for bilingual education in general and co-enrollment programming in particular.

Keywords:   bilingual education, co-enrollment, achievement, deaf education, social-emotional outcomes, sign language

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