Bilingual/Bicultural. Bilingual/Bicultural. ASL should be the first language of deaf students, and English should be taught as a second language through the use of ASL.
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ASL should be the first language of deaf students, and English should be taught as a second language through the use of ASL.
The end goal is that students are fluent in both ASL and English (reading and writing) and can easily communicate with both Deaf and hearing people.
1965 Bilingual Education Act
“ ‘there are large and growing numbers of children of limited English proficiency; that many such children have a cultural heritage which differs from that of English proficient persons; and the Federal Government has an…obligation to assist in providing equal educational opportunity to limited English proficient children.’ The law goes on to say that ‘A primary means by which a child learns is through the use of the child’s native language and cultural heritage.’ ”
From: A Journey into the Deaf-World
Modes of Communication
MSD differed from other TC or Oral settings because of the atmosphere. Everyone in the school from the secretaries to the teachers used ASL to communicate.
Many of the middle and high school students admitted to not wanting to use English or not wanting to read.
-Preference for ASL only
-Students live away from their families for the majority of the week
Strengths and Weaknesses
Currently only about 3% of the deaf education programs use the bilingual/bicultural approach.
Out of all the day and residential schools, only 19 schools in the United States identified themselves as BiBi.
Who is this setting good for?
-Profoundly deaf students
-Students that use ASL as their first language
-Students who have culturally Deaf parents
Who may not benefit from this setting?
-Hard of Hearing Students
-Students who use English as their first language
-Student who have hearing parents
GRI-Gallaudet Research Institute
This site provides research on topics concerning Deaf people and those living, working with, or educating Deaf people.
JDSDE- Journal of Deaf Studies and Deaf Education
This source is a collection of articles about many different topics related to deaf education.
Lane, H., Hoffmeister, R., & Bahan B. (1996). A journey into the deaf-world.
San Diego: Dawn Sign Press.
LaSasso, C., & Lollis J. (2003). Survey of residential and day schools for deaf
students in the United States that identify themselves as bilingual-
bicultural programs. Journal of Deaf Studies and Deaf Education, 8(1),
Speights, A. (1996). Bilingual-bicultural education for deaf students: why and
why not. Retrieved April 16, 2009, from http://www.geocities.com/
U.S. University Directory. (2009). Michigan School for the Deaf in Flint, MI.
Retrieved April 19, 2009, from http://www.stateuniversity.com/