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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: 26 September 2021

Navigating Two Languages in the Classroom

Navigating Two Languages in the Classroom

Goals, Evidence, and Outcomes

(p.213) 9 Navigating Two Languages in the Classroom
Bilingualism and Bilingual Deaf Education

Marc Marschark

ChongMin Lee

Oxford University Press

Issues associated with bilingual education and with language in deaf education more generally have a long and complex history. The research literature with regard to outcomes—both linguistic and academic—however, is limited and contradictory. This chapter examines the existing research base regarding the use of two languages—one signed and one written/spoken—in educating deaf students, whether or not that occurs in a setting formally described as a bilingual program. It also seeks to distinguish the effects on academic outcomes of deaf children having early, effective access to language as opposed to their early use of a particular language modality. Of interest will be evidence from studies that explicitly have involved bilingual programming for deaf learners (even if its definition varies), as well as those involving other sign systems and other populations. Possible implications for the future of deaf education are considered.

Keywords:   bilingual education, deaf children, deaf education, language modality, deaf learners

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