Sign bilingual education programs and the need for language resources

Trevor Johnston

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Sign bilingualism derives much of its justification from observations made about the education of minority language children within a system that uses a second, majority language. Minority language children acquire their first language as any child would. In order to profit similarly from a bilingual educational approach signing deaf children need to acquire and master their first language--a signed language--in manner and degree similar to these other minority children. Among other things, this requires a considered, measured and well-resourced strategy for creating a language environment that will facilitate a viable, age-appropriate first language during the early life and education of children who are deaf and have hearing parents previously unfamiliar with any signed language.
    Original languageEnglish
    Pages (from-to)26-34
    Number of pages9
    JournalAustralian Journal of Education of the Deaf
    Volume10
    Publication statusPublished - 2004

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