|
|
|
|
Neither Baker’s book nor Beardsmore's
book is written in technical style and you should try to keep up with the reading in these
books which relate to what you have read in the session. The first part of the Unit is related to the sections and contents of Baker’s book. This is because the Baker book is a very good comprehensive source. There are other useful texts (see the reading list). Part 1: The major themes of the Unit - these are set out in Jim's paper given to the Latin American Congress in 1998 - you can read it from the resource page or download it in zipped form directly from here. This sets the tone for the Unit. You will also find a relevant set of slides here. You should also read the latest policy statement by Swainwick and Gregory (here). Part
2: Introduction to Bilingualism: Chapters 1,
2, 3 of Baker(1993) . Bilingualism - what it
is and how we can understand it in relation to sign language. How to measure bilingualism and how it can be used
for interpreters or for deaf people. Adult
bilingualism. How bilingualism can be
understood in society. Some of the main
definitions will be introduced and the 4 (or 5) language skills will be discussed. The idea of a language garden will be explored. Part
3:
Cognitive aspects of bilingualism. Chapters 6, 7 and 8 of Baker. You can also use Grosjean, Hamers & Blanc
(psychological models), Beardsmore p25-; The
issue here is how bilinguals think and how bilingualism affects learning and the
processing which is needed to switch languages. You will also be invited to read Freire
(it is quite difficult but the notes provided will help). Freire bridges the gap between
societal and individual bilingualism by showing how oppressive circumstances affect the
learning of the individual. Part
4:
Concepts of childhood bilingualism (Bouvet, Döpke, Hamers & Blanc); Deaf children and reading
(Marschark, Moores, Kroll & Vann). In
this session, we will discuss some practical reading analysis on deaf children's reading
or writing. Chapters 12 and 13 of Baker.
The way in which deaf children learn sign and the typically atypical circumstance will be examined
(Loncke in Prillwitz & Vollhaber, 1990). In
this session, we return to the application of the four language skills. Part
5:
Family and Deafness - experiences of having a deaf child in the family
and the choices for bilingual families Deaf Children as Bilinguals in the family
– some recent research and the models which have been offered Part
6: Bilingual Education – some of the
problems. This part deals with general issues
on bilingual education and looks at some of the debate on Proposition 227 in California Part
7: Bilingualism in Deaf Education - method or
way of life, some principles; Chapters 11, 14, 15 and 17 of Baker will be used. We also need to look at the way in which adults
learn a second language. This session begins
to focus on the applications of bilingual theory to the situation of children and adults. Part 9
& 10: Finding a framework for bilingualism in
deaf children. In the last sessions, we
consider the ideal bilingual frameworks and how to achieve them. Chapters 11, 15 and 16 of Baker link to this and
the paper on "Unlocking the Curriculum"
by Johnson, Liddell and Erting(1989) are important. The
paper, Kyle(1994, resources page contains a commentary on bilingualism and offers a
model which might be applied. Kyle (1998,
also appended) develops the theme further into the concept of bilingual environment. |
Back to MLEDC
homepage |
