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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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Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe

Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe

Implications for Professional Development and Training

Chapter:
(p.292) 12 Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe
Source:
Bilingualism and Bilingual Deaf Education
Author(s):

Ruth Swanwick

Ola Hendar

Jesper Dammeyer

Ann-Elise Kristoffersen

Jackie Salter

Eva Simonsen

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199371815.003.0012

This chapter reviews concepts and approaches in bilingual education for deaf children from a Northern European perspective. Changes in thinking and practice are proposed that respond to shifts in educational policy and developments in knowledge and technology in Norway, Sweden, Denmark, and the United Kingdom. From these comparative perspectives, the conceptualization of a new model of language learning and deafness is proposed that recognizes deaf children’s multimodal and multilingual resources and is situated within a global view of language and culture. The challenges and opportunities for classroom practice that a more plural view of language and deafness presents are discussed, and the implications for professional development and training in this field are explored.

Keywords:   bilingual, multilingual, multimodal, practice, professional development

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