Centre for Sign Linguistics and Deaf Studies, Department of Linguistics and Modern Languages,

1. Jockey Club Sign Bilingualism and Co-enrolment in Deaf Education (JC-SLCO) Programme賽馬會手語雙語共融教育計劃Project Investigator : Prof. Gladys Tang Duration: 7 years from 2006 to 2013 項目總監：鄧慧蘭教授 項目為期七年 (2006-2013) Centre for Sign Linguistics and Deaf Studies, Department of Linguistics and Modern Languages, The Chinese University of Hong Kong

2. Acknowledgement Jockey Club Sign Bilingualism and Co-enrolment in Deaf Education Programme (2006-2013)

3. History of Deaf Education: First Deaf School The first deaf school -- the Hong Kong School for the Deaf (HKSD) --was established in 1935 It adhered to oralism in deaf education It converts itself into to a mainstream school in 2004 Old graduates recalled that deaf children created signs and communicated through signs/gestures extensively among themselves after class or in the dormitory (Lo et al., 2010)

4. History of Deaf Education : First Signing Deaf School In 1948, The Overseas Chinese School for the Deaf and Dumb (OCSD) was established and HK saw the first use of sign language as the medium of instruction (cf. Hong Kong Year book, 1962). The school was founded by a deaf signing couple from Nanjing, who fled to Hong Kong to seek shelter from political instability in China. The Principal was deaf and came from Shanghai, a city near Nanjing. The varieties of sign language adopted in deaf education then were probably from Nanjing Sign Language and Shanghai Sign Language. This paved the way for the later development of HKSL. However, OCSD closed down in the 70s when the policy of oralism in deaf education was in full swing in HK.

5. History of Deaf Education : Current Situation The Government still adheres to the policy of oralism and integration in deaf education. The number of deaf schools has decreased from 4 to 1 over the last decade. The Hong Kong Lutheran School for the Deaf has about 70+ deaf students with varying degrees of hearing loss who are distributed over the primary and secondary levels. Some deaf students are suffering from additional disabilities.

6. Demographics of D/hh Children (Provided by The Education Bureau as at 15 August 2008)

7. The JC-SLCO Programme History • Set up in 2006 • KG3  P1  P2  P3  p4 • Will end in 2014 • KG3  P1  P2  P3  p4P5P6 Objective • To establish the JC-SLCO model within the primary education system Characteristics • Inclusive Education of D/hh children supported by Deaf teachers and natural sign language

8. Significance of the JC-SLCO Programme

9. Sign Bilingualism Deaf children have every right to become bilingual in signed and spoken language, for linguistic, social, cognitive and academic development (Grosjean 2008) Increasing evidence showing that early exposure to sign language facilitates literacy development in young deaf signers (Mayor and Akamatsu 2000, Wilbur 2000, Hoffmeister 2000, Dubuisson et.al. 2009, Plaza-Pust 2009, among others) Usually associated with literacy and language acquisition research involving: Natural sign language Spoken language

10. Co-enrolment in Deaf Education A placement option for deaf children in the midst of policy of integration and inclusion in deaf education which emphasizes access to a full curriculum and interaction between deaf and hearing students in education (Kirchner 1996) Characteristics: A ‘critical mass’ rather than having one or two deaf students in a class of hearing students. Antia and Kreimeyer (2003) suggest the ratio between deaf and hearing students vary between 1:1 - 1:4. Co-teaching by teachers with deaf education training who may be deaf or hearing but fluent in sign language, provision of sign language instruction for hearing students and teachers, signing aides or sign language interpretation. Opportunities for peer interactions and peer acceptance, reducing negative social-emotions reactions and supporting cognitive development.

11. Guiding Principles

12. No. of students in the JC-SLCO Programme (2010-11) * 3 D/hh children are having additional difficulties like autistic syndrome, intellectual disability, attention deficits.

13. The JC-SLCO Programme:School Life

14. The JC-Programme: Constructing Resource materials

16. Assessment Tools評估工具 • Literacy Tests 語文能力測試 • Chinese Grammatical Assessment (CGA)中文語法知識評估 • Preschool and Primary Chinese Literacy Scale (PPCLS) 學前及初小兒童中文識字量表 • Oral Language Tests 口語語言測試 • Hong Kong Cantonese Oral Language Assessment Scale (video version) (HKCOLA) • 香港兒童口語(粵語)能力量表 (錄像版) • Reynell Developmental Language Scales – Cantonese (HK version) (RDLS-C) 雷尼氏語言發展量表 • Cantonese Basic Speech Perception Test (CBSPT) 廣東話基礎言語感知測驗 • Open-set Word Recognition Test 廣東話開放式字詞辨識測驗 • Phoneme Imitation (Hong Kong Speech Perception Test Manual) • Cantonese Tone Identification Test (CanTIT) 廣東話聲調辨認研究  • Hong Kong Cantonese Articulation Test (HKCAT) 香港粵語發音測試 • Sign Language Tests 手語語言測試 • Hong Kong Sign Language Assessment Tool (HKSL-AT)香港手語評估 (暫譯) • Hong Kong Sign Language Narrative Assessment Protocol香港手語故事敘述能力評估 (暫譯) • Classroom Process課堂過程 • Sign Bilingual Classroom Observation Scheme

17. Preliminary Results • Interim evaluation conducted in 2009-2010 • Some instruments have been modified after the first assessment exercise • Some results have been updated and new data collected in 2010 & 2011 • Oral language assessment • Chinese Grammatical Knowledge Assessment • HKSL-ET has been revised and new data are collected currently

18. Assessment of HKSL Grammatical Knowledge by Deaf Students Results Improved comprehension and production abilities in HKSL as a function of increase in years of exposure to the language

19. Development of HKSL Grammatical Knowledge香港手語語法知識發展 (taken in 2009)

20. Result: Comprehension in HKSL

21. Results: Production in HKSL

22. Oral Development of Deaf Students (taken at year of entry & 2010) Results The D/hh children show continuous positive growth in their oral language abilities or age-appropriate performance despite highly restrictive receptive language.

23. Degree of Language Growth • The Formula:

24. Results: Improved oral language ability, independent and additional to development of Sign Lg.

25. Chinese Grammatical Development among Deaf Students Results • Their grammatical knowledge of Chinese is slightly behind their hearing peers • Older students show better results. • Specific instructions have to be developed to support their development.

26. Chinese Grammatical Knowledge – Total scores of D/hh and hearing children in the SLCO classes (from P1 to P4)

28. View of Students (Survey done in Feb 2010) 18 questions were designed to tap the students’ attitudes towards: • Attending Schools (3 questions), e.g. “Do you like going to school?” (Q1); • Classroom Learning (3 questions), e.g. “Do you understand the lessons” (Q4); • Relationship with Teachers (3 questions), e.g. “Will you seek help from teachers” (Q7); • Relationship with Classmates (5 questions), e.g. “Do you think your classmates like you” (Q10); and • The Sign Bilingual setting (4 questions), e.g. Do you feel good to have deaf teachers in school” (Q15).

29. For each question, the response from students will be calculated based on the system that: a) 4 for “strongly agree”, b) 3 for “agree”; c) 2 for “not agree” and d) 1 for “strongly disagree” • Primary 1 students were not tested. They were too young to do the questionnaire. • 4 is the maximum score representing very positive feedback on the domains surveyed.

30. Views from P3 D/hh and Hearing Students (2009-10)

31. Views from P2 D/hh and Hearing Students (2009-10 )

32. P2 & P3 D/hh Students’ attitudes towards the JC-SLCO pedagogical setting (2009-10) D. Questionnaire on the JC-SLCO Programme (D/HH & hearing students of Cohort 1 & 2)

33. Future Planning 未來計劃