
Contents
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Introduction Introduction
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Bilingualism and Metalinguistic Awareness Bilingualism and Metalinguistic Awareness
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Natural Signed Language and Visual Communication Systems Natural Signed Language and Visual Communication Systems
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Hong Kong Sign Language and Manually Coded Chinese: A Hong Kong Situation Hong Kong Sign Language and Manually Coded Chinese: A Hong Kong Situation
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Investigating Deaf Students’ Language Awareness: Methods Investigating Deaf Students’ Language Awareness: Methods
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Elicitation Procedures for Deaf Students Elicitation Procedures for Deaf Students
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Task 1: Language Differentiation Task 1: Language Differentiation
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Task 2: Students’ Self-Reports on Language Awareness Task 2: Students’ Self-Reports on Language Awareness
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Task 3: Post Hoc Focus Group Discussions Task 3: Post Hoc Focus Group Discussions
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Elicitation Procedures for Deaf and Hearing Teachers Elicitation Procedures for Deaf and Hearing Teachers
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Results Results
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Language Differentiation by Deaf Students Language Differentiation by Deaf Students
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Students’ Self-Reports on Language Awareness Students’ Self-Reports on Language Awareness
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Focus Group Discussions: Deaf Students Focus Group Discussions: Deaf Students
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Focus Group Discussions: Deaf and Hearing Teachers Focus Group Discussions: Deaf and Hearing Teachers
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Discussion Discussion
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Conclusion Conclusion
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Acknowledgments Acknowledgments
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Note Note
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References References
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6 Awareness of Hong Kong Sign Language and Manually Coded Chinese by Deaf Students Learning in a Sign Bilingual and Co-enrollment Setting: A Hong Kong Case Study
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Published:August 2015
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Abstract
This chapter reports on a study that explored whether severely and profoundly deaf students studying in a sign bilingual and co-enrollment environment were aware of the existence of two forms of signing—Hong Kong Sign Language (HKSL) and manually coded Chinese (MCC)—in the learning environment, and how they differentiated one form of signing from the other. To investigate this issue, we recruited 18 severe to profoundly deaf students studying in this environment to participate in a language differentiation task, a questionnaire survey, and a focus group discussion. Results showed that there was growing language awareness between HKSL and MCC among the students, and their language differentiation ability was correlated with HKSL but not Cantonese or written Chinese proficiency. Data from the other two tasks found interesting preferences for communication modes in class, subject to the hearing status of the teachers as well as pedagogical motivations.
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