Relevant bibliographies by topics / Bimodal bilingual education

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Academic literature on the topic 'Bimodal bilingual education'

Author: Grafiati
Published: 27 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Bimodal bilingual education"

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Swanwick, Ruth. "Deaf children's bimodal bilingualism and education." Language Teaching 49, no. 1 (December 7, 2015): 1–34. http://dx.doi.org/10.1017/s0261444815000348.

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This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities.
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Daniels, Marilyn. "Bilingual, Bimodal Education for Hearing Kindergarten Students." Sign Language Studies 1090, no. 1 (1996): 25–37. http://dx.doi.org/10.1353/sls.1996.0003.

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Gimeno-Martínez, Marc, Andreas Mädebach, and Cristina Baus. "Cross-linguistic interactions across modalities: Effects of the oral language on sign production." Bilingualism: Language and Cognition 24, no. 4 (April 21, 2021): 779–90. http://dx.doi.org/10.1017/s1366728921000171.

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AbstractTo investigate cross-linguistic interactions in bimodal bilingual production, behavioural and electrophysiological measures (ERPs) were recorded from 24 deaf bimodal bilinguals while naming pictures in Catalan Sign Language (LSC). Two tasks were employed, a picture-word interference and a picture-picture interference task. Cross-linguistic effects were explored via distractors that were either semantically related to the target picture, to the phonology/orthography of the Spanish name of the target picture, or were unrelated. No semantic effects were observed in sign latencies, but ERPs differed between semantically related and unrelated distractors. For the form-related manipulation, a facilitation effect was observed both behaviourally and at the ERP level. Importantly, these effects were not influenced by the type of distractor (word/picture) presented providing the first piece of evidence that deaf bimodal bilinguals are sensitive to oral language in sign production. Implications for models of cross-linguistic interactions in bimodal bilinguals are discussed.
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Goodwin, Corina, and Diane Lillo-Martin. "Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs." Journal of Deaf Studies and Deaf Education 24, no. 4 (May 7, 2019): 435–47. http://dx.doi.org/10.1093/deafed/enz019.

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AbstractSign language use in the (re)habilitation of children with cochlear implants (CIs) remains a controversial issue. Concerns that signing impedes spoken language development are based on research comparing children exposed to spoken and signed language (bilinguals) to children exposed only to speech (monolinguals), although abundant research demonstrates that bilinguals and monolinguals differ in language development. We control for bilingualism effects by comparing bimodal bilingual (signing-speaking) children with CIs (BB-CI) to those with typical hearing (BB-TH). Each child had at least one Deaf parent and was exposed to ASL from birth. The BB-THs were exposed to English from birth by hearing family members, while the BB-CIs began English exposure after cochlear implantation around 22-months-of-age. Elicited speech samples were analyzed for accuracy of English grammatical morpheme production. Although there was a trend toward lower overall accuracy in the BB-CIs, this seemed driven by increased omission of the plural -s, suggesting an exaggerated role of perceptual salience in this group. Errors of commission were rare in both groups. Because both groups were bimodal bilinguals, trends toward group differences were likely caused by delayed exposure to spoken language or hearing through a CI, rather than sign language exposure.
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ABUTALEBI, JUBIN, and HARALD CLAHSEN. "Bimodal bilingualism: Language and cognition." Bilingualism: Language and Cognition 19, no. 2 (February 29, 2016): 221–22. http://dx.doi.org/10.1017/s1366728916000158.

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Bimodal bilingualism refers to a type of bilingualism that employs two different input-output channels, one involving spoken language and the other involving sign language. Until the second half of the twentieth century, sign language was not recognized as a fully-fledged language and there was very little research devoted to bilingual sign language speakers (Grosjean, 1992). In the last two decades, however, interest in the study of bimodal bilingualism, including the cognitive effects of bimodal bilingualism and the neural organization of spoken and sign languages, has increased considerably. Furthermore, the particular significance of studies of bimodal bilingualism for understanding bilingual language representation and processing more generally has been properly recognized. Bilingualism: Language and Cognition has not been silent or inactive on this front. Two years ago we specifically added the study of bimodal bilingualism to the journal's core areas of interest, and we are glad to see an increased number of research articles on bimodal bilingualism (e.g., Giezen & Emmorey, 2016; Rinaldi & Caselli, 2014; Williams & Newman, 2015; Morford et al., in press; Kaufmann & Philipp, in press).
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Cramér-Wolrath, Emelie. "Sequential Bimodal Bilingual Acquisition: Mediation Using a Cochlear Implant as a Tool." Deafness & Education International 15, no. 4 (November 25, 2013): 201–21. http://dx.doi.org/10.1179/1557069x13y.0000000023.

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Boll-Avetisyan, Natalie, Anjali Bhatara, Annika Unger, Thierry Nazzi, and Barbara Höhle. "Rhythmic grouping biases in simultaneous bilinguals." Bilingualism: Language and Cognition 23, no. 5 (February 20, 2020): 1070–81. http://dx.doi.org/10.1017/s1366728920000140.

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AbstractThis study provides a novel approach for testing the universality of perceptual biases by looking at speech processing in simultaneous bilingual adults learning two languages that support the maintenance of this bias to different degrees. Specifically, we investigated the Iambic/Trochaic Law, an assumed universal grouping bias, in simultaneous French–German bilinguals, presenting them with streams of syllables varying in intensity, duration or neither and asking them whether they perceived them as strong-weak or weak-strong groupings. Results showed robust, consistent grouping preferences. A comparison to monolinguals from previous studies revealed that they pattern with German-speaking monolinguals, and differ from French-speaking monolinguals. The distribution of simultaneous bilinguals' individual performance was best explained by a model fitting a unimodal (not bimodal) distribution, failing to support two subgroups of language dominance. Moreover, neither language experience nor language context predicted their performance. These findings suggest a special role for universal biases in simultaneous bilinguals.
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RINALDI, PASQUALE, and MARIA CRISTINA CASELLI. "Language development in a bimodal bilingual child with cochlear implant: A longitudinal study." Bilingualism: Language and Cognition 17, no. 4 (March 18, 2014): 798–809. http://dx.doi.org/10.1017/s1366728913000849.

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To address the negative effects of deafness on spoken language acquisition, many clinicians suggest using cochlear implant (CI) and oral education and advise against sign language, even when combined with spoken language (i.e., bilingualism), believing that it may slow down spoken language development. In a deaf child with CI who was exposed at an early age to Italian Sign Language and spoken Italian, we evaluated language development and the relationship between the two languages. The number of words/signs produced by the child consistently increased with age, and the vocabulary growth rate in spoken Italian was equivalent to that of hearing peers. Before CI, the child relied almost exclusively on sign language; after CI, he gradually shifted to spoken Italian yet still used sign language when unable to retrieve words in spoken Italian. We conclude that bimodal bilingualism may scaffold the development of spoken language also in deaf children with CI.
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Pliatsikas, Christos. "Understanding structural plasticity in the bilingual brain: The Dynamic Restructuring Model." Bilingualism: Language and Cognition 23, no. 2 (March 13, 2019): 459–71. http://dx.doi.org/10.1017/s1366728919000130.

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AbstractResearch on the effects of bi- and multi-lingualism on brain structure has so far yielded variable patterns. Although it cannot be disputed that learning and using additional languages restructures grey (cortical, subcortical and cerebellar) and white matter in the brain, both increases and reductions in regional volume and diffusivity have been reported. This paper revisits the available evidence from simultaneous and sequential bilinguals, multilinguals, interpreters, bimodal bilinguals, children, patients and healthy older adults from the perspective of experience-based neuroplasticity. The Dynamic Restructuring Model (DRM) is then presented: a three-stage model accounting for, and reinterpreting, all the available evidence by proposing a time-course for the reported structural adaptations, and by suggesting that these adaptations are dynamic and depend on the quantity and quality of the language learning and switching experience. This is followed by suggestions for future directions for the emerging field of bilingualism-induced neuroplasticity.
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Liu, Hsiu Tan, Bonita Squires, and Chun Jung Liu. "Articulatory Suppression Effects on Short-term Memory of Signed Digits and Lexical Items in Hearing Bimodal-Bilingual Adults." Journal of Deaf Studies and Deaf Education 21, no. 4 (August 9, 2016): 362–72. http://dx.doi.org/10.1093/deafed/enw048.

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Dissertations / Theses on the topic "Bimodal bilingual education"

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Scott, Jessica A. "Beyond the Fourth Grade Glass Ceiling: Understanding Reading Comprehension Among Bilingual/Bimodal Deaf and Hard of Hearing Students." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461045.

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Research has found that, on average, deaf and hard of hearing (DHH) students graduate from high school reading at the fourth grade level (Allen, 1986). Additionally, DHH children of deaf parents (Charrow & Fletcher, 1974) and those with strong American Sign Language (ASL) proficiency (Strong & Prinz, 1997) tend to outperform DHH students without parents who are proficient in ASL. The Simple View of Reading (SVR; Gough & Tunmer, 1986) suggests that reading comprehension is a product of decoding and language proficiency. Many DHH students have limited auditory access, and may struggle to acquire English, especially the more demanding academic English characteristics of school texts (Mayer & Wells, 1996). Academic English has been identified as a strong predictor of reading comprehension among hearing children (Uccelli et al., 2015). Guided by a modified SVR model, in this study I investigate DHH secondary school students’ reading comprehension as predicted by receptive ASL proficiency, word reading fluency/decoding, and academic English proficiency. Guided by prior research on DHH and hearing students, I investigate the hypothesis that for secondary school DHH students enrolled in ASL/English bilingual/bimodal schools for the deaf, academic English proficiency is a significant predictor of reading comprehension alongside ASL proficiency. In this study, a sample of secondary school DHH students were tested in ASL proficiency, academic English proficiency, word reading fluency (a proxy for decoding), and reading comprehension. Using linear regression, an interaction between academic English proficiency and word reading fluency was detected, such that the lower the level of academic English proficiency, the higher the impact of word reading fluency on reading comprehension. ASL skills predicted reading comprehension across all models. Findings support a model in which socio-demographic factors, ASL proficiency, and word reading fluency are predictors of reading comprehension for secondary DHH students. This study is innovative in assessing three sets of language and reading skills essential for DHH students’ reading comprehension. The continued adaptation of instruments that target these constructs, as well as studies with larger samples, are critical to further explore the innovative theoretical model of reading comprehension for DHH students proposed in this study.
Human Development and Education
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Sibanda, Patrick. "Sign bilingual education practice as a strategy for inclusion of deaf children in Zimbabwe." Thesis, 2017. http://hdl.handle.net/10500/27419.

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Literature indicates that inclusion of deaf children in mainstream schools is a complex process and that it has eluded many deaf practitioners and education systems for a very long time. New research is, however, pointing to the potential for sign bilingual education as a viable strategy for improving inclusivity of deaf children in mainstream settings. The purpose of the current study was, therefore, to interrogate how sign bilingual education was used as a strategy for inclusion of deaf children in Zimbabwe. The study was premised on Cummins Linguistic Interdependence theory and adopted the mixed methods paradigm which is informed by the philosophy of pragmatism. The sequential explanatory design was utilized and participants were selected using random sampling for the quantitative phase and purposive sampling for the qualitative phase. Questionnaires, face-to-face and focus group interviews (FGIs) were used to elicit data from participants. These data were presented on SPSS generated graphs and analysed using frequency counts, percentages and inferential statistics based on the analysis of Spearman’s Rank Order Correlation Coefficient at 5% level of significance (p=0.005). Consequently, qualitative data were presented as summaries and direct quotes and analysed using thematic and content analyses. The results revealed that the conception, hence the practice of sign bilingual was limited and had challenges, but that it had the greatest potential benefits for inclusion of deaf children in mainstream schools in Zimbabwe. On these bases, the study recommended training of teachers and parents as well as staff development of the teachers and school administrators. The study also recommended adoption of best practices such as early exposure, co-teaching, co-enrolment, multi-stakeholder participation, turning special schools into resource centers for sign bilingual education and inclusion and embracing ICT. A further recommendation pointed to review of policy in line with best practices. Ultimately, the study proposed a framework for sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe.
Inclusive Education
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Raposo, Maria João Cabral. "Um olhar no ensino da Língua Gestual Portuguesa nos Açores : estudo de caso sobre a interação no desenvolvimento linguístico." Master's thesis, 2016. http://hdl.handle.net/10400.14/22601.

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A aquisição de uma língua requer que o gestuante/falante esteja imerso a esse sistema linguístico para que a experiência de exposição a esse input linguístico resulte num conhecimento e domínio proficiente da língua adquirida. Na existência de um ensino bilingue bimodal para a comunidade surda portuguesa, a Língua Gestual Portuguesa (LGP) passa a ser um veículo de comunicação não só utilizado em contextos doméstico e de comunidade, mas também um sistema linguístico a ser ensinado e praticado dentro do ambiente escolar. Por conseguinte, para a aquisição e desenvolvimento linguístico da LGP, as crianças deverão não só estar expostas formalmente à língua, por meio do ensino direto desta, mas também informalmente expostos através da interação com pares gestuantes de várias faixas etárias e estratos sociais. No entanto, num país pequeno como Portugal em que as crianças surdas estão muitas vezes isoladas geograficamente de outras crianças surdas, esta exposição informal não é real. Conhecendo o papel crucial que a interação tem no desenvolvimento linguístico de um gestuante/falante, este estudo explora a influência da interação conversacional no desenvolvimento linguístico de um aluno geográfica e linguisticamente isolado na ilha do Pico com duas alunas surdas da ilha de São Miguel ativas na comunidade surda escolar e associativa. Para tal foi criado um protocolo de conversação entre as escolas de ambos os alunos, de forma a proporcionar sessões de conversação em LGP entre os alunos com o objetivo de verificar quais os benefícios linguísticos que poderão advir desta interação conversacional. No presente estudo de caso, é possível destacar a aquisição de novos gestos e por conseguinte o aumento do vocabulário, a aquisição de elementos próprios das modalidade gestual role shift, o conhecimento da cultura surda e um sentimento de identificação pela comunidade surda.
Language acquisition requires that the signer/speaker is linguistic immersed in such way that experience of linguistic input exposure results in proficient knowledge and domain of the acquired language. The bimodal bilingual education of the Portuguese deaf community allows that Portuguese Sign Language (LGP) becomes a vehicle of communication not only used in domestic and community contexts, but also a linguistic system to be taught and praticed within the school environment. Therefore, for the acquisition and development of LGP, children should not only be formally exposed to the language, but also informally exposed through interaction with signed pairs of different age groups and social strata. However, in a small country as Portugal, where deaf children are often geographically isolated from other deaf children, this informal exposure is not real. Knowing the crucial role of interaction in linguistic development of a signer/ speaker, this study explores the influence of conversational interaction in language development of a geographically and linguistically isolated student in Pico Island with two students from São Miguel Island, who are active deaf students in school and in deaf community. For this, it was created a conversation protocol between schools of both students groups to provide conversational sessions in LGP among students in order to verify language benefits that may result from this conversational interaction. In this study case, it is possible to highlight the acquisition of new signs and therefore the increase of vocabulary, the acquisition of proper elements of sign modality such as role shift, the knowledge of deaf culture and the deaf identification.
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Book chapters on the topic "Bimodal bilingual education"

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Ormel, Ellen, and Marcel Giezen. "Bimodal Bilingual Cross-Language Interaction." In Bilingualism and Bilingual Deaf Education, 74–101. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780199371815.003.0004.

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Kramreiter, Silvia, and Verena Krausneker. "Bilingual, Inclusive, Mixed-Age Schooling in Vienna." In Co-Enrollment in Deaf Education, 133–48. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0007.

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In 1993 Austrian law established the option of co-enrollment of pupils with and without disabilities. Simultaneously, the first endeavors with bimodal bilingual schooling of deaf and hard-of-hearing pupils started. This chapter summarizes Austrian experiences with bimodal bilingual education since the 1990s and offers information about its legal and political backdrop. Various models in different regions are summarized, with a focus on Vienna. The current model practiced in Vienna is described in detail: it is bilingual and inclusive, encompasses pupils of mixed ages, and has a progressive teaching philosophy. In Austria, these models always include two teachers per classroom. Mixed-age classes are the answer to low numbers of DHH pupils, and the resulting group inclusion is an alternative to the (socially and linguistically problematic) practice of individual placement of one deaf, sign language-using pupil. The chapter concludes with a discussion of the benefits of and prerequisites for successful bimodal bilingual co-enrollment.
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Hennies, Johannes, and Kristin Hennies. "Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data." In Co-Enrollment in Deaf Education, 149–64. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0008.

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In 2016, the first German bimodal bilingual co-enrollment program for deaf and hard-of-hearing (DHH) students, CODAs, and other hearing children was established in Erfurt, Thuringia. There is a tradition of different models of co-enrollment for DHH children in a spoken language setting in Germany, but there has been no permanent program for co-enrollment of DHH children who use sign language so far. This program draws from the experience of an existing model in Austria to enroll a group of DHH children using sign language in a regular school and from two well-documented bimodal bilingual programs in German schools for the deaf. The chapter describes the preconditions for the project, the political circumstances of the establishment of bimodal bilingual co-enrollment, and the factors that seem crucial for successful realization.
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Mineiro, Ana, Maria Vânia Silva Nunes, Mara Moita, Sónia Silva, and Alexandre Castro-Caldas. "Bilingualism and Bimodal Bilingualism in Deaf People." In Bilingualism and Bilingual Deaf Education, 187–210. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780199371815.003.0008.

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Gregorio, Lucrezia Di, Vincenzina Campana, Maria Lavecchia, and Pasquale Rinaldi. "Include to Grow: Prospects for Bilingual and Bicultural Education for Both Deaf and Hearing Students." In Co-Enrollment in Deaf Education, 165–82. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0009.

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Deaf children in Italy are provided with different types of schooling. Few public schools offer a bilingual curriculum for deaf and hearing students that involves consistent use of Italian and Italian Sign Language (LIS) within the classroom and in which LIS is taught as a subject. One of these schools, the Tommaso Silvestri Primary School, located in Rome, Italy, is discussed in this chapter. In particular, the way in which the program is organized and how it supports deaf and hearing students in cognition, learning, and social interaction will be described. Methodological aspects and the role of technology in enhancing learning processes will be also discussed. This kind of bimodal bilingual co-enrollment program is very useful for deaf students and constitutes a unique opportunity for hearing classmates, giving them the opportunity to experience innovative learning environments and to consider deafness as a status rather than as a limitation.
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Enns, Charlotte, Karen Priestley, and Shauna Arbuckle. "7 Bimodal Bilingual Programming at a Canadian School for the Deaf." In Critical Perspectives on Plurilingualism in Deaf Education, 149–72. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781800410756-010.

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Kun-man Yiu, Chris, Gladys Tang, and Chloe Chi-man Ho. "Essential Ingredients for Sign Bilingualism and Co-Enrollment Education in the Hong Kong Context." In Co-Enrollment in Deaf Education, 83–106. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.003.0005.

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Recent advancement in sign linguistics and sign language acquisition research has enabled us to reconsider the role that sign language may play in bringing up deaf and hard-of-hearing (DHH) children. The education approach of sign bilingualism and co-enrollment (SLCO) has been implemented in Hong Kong for over 10 years and aims to promote social integration and academic attainment of DHH children in an inclusive setting. Four key ingredients have been identified as essential for the SLCO approach: (1) a whole-school approach toward promoting deaf–hearing collaboration; (2) deaf individuals’ involvement in school practices, especially deaf–hearing co-teaching practices in the SLCO classroom; (3) an enriched linguistic context to support bimodal bilingual development of DHH and hearing students; and (4) DHH and hearing students’ active participation in school and social activities. This chapter summarizes how these four factors contribute to the whole-school development toward deaf–hearing collaboration.
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Mugnier, Saskia. "4 Plurilingualism in Deaf Education in France: Language Policies, Ideologies and Practices for the Bimodal Bilingual Skills of Deaf Children." In Critical Perspectives on Plurilingualism in Deaf Education, 81–102. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781800410756-007.

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