
Contents
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Developing Sign Bilingualism in a Regular School Environment Developing Sign Bilingualism in a Regular School Environment
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Co-Enrollment as a Strategy for Nurturing a Sign Bilingual Community in a Regular School Setting Co-Enrollment as a Strategy for Nurturing a Sign Bilingual Community in a Regular School Setting
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Co-Enrollment Programs in Deaf Education: A General Survey Co-Enrollment Programs in Deaf Education: A General Survey
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Sign Bilingualism and Co-Enrollment Practices: A Hong Kong Case Study Sign Bilingualism and Co-Enrollment Practices: A Hong Kong Case Study
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History of Language in Deaf Education in Hong Kong History of Language in Deaf Education in Hong Kong
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The SLCO Program: A Brief Introduction The SLCO Program: A Brief Introduction
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Linguistic, Pedagogical, and Educational Considerations Linguistic, Pedagogical, and Educational Considerations
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Empirical Evidence Empirical Evidence
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Interaction Between the Acquisition of HKSL, Oral Cantonese, and Written Chinese Interaction Between the Acquisition of HKSL, Oral Cantonese, and Written Chinese
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HKSL Development HKSL Development
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Development of Cantonese Development of Cantonese
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Bilingual Development Bilingual Development
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Discussion Discussion
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Conclusion Conclusion
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Acknowledgments Acknowledgments
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References References
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13 Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study
Get accessGladys Tang Centre for Sign Linguistics and Deaf Studies Chinese University of Hong Kong Hong Kong, SAR, China
Chris Kun-Man Yiu Centre for Sign Linguistics and Deaf Studies Chinese University of Hong Kong Hong Kong, SAR, China
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Published:11 February 2016
Cite
Abstract
The global shift toward inclusive education for deaf and hard-of-hearing (DHH) learners in recent years aims to address their needs to access a full curriculum and learn with their hearing age peers in a regular school environment. However positive these objectives are, individual DHH students educated in such an environment continue to face difficulty in various degrees. In this chapter, we discuss an alternative approach that combines the concepts of sign bilingualism and co-enrollment in educating both DHH and hearing students in a regular school environment, as well as outcomes of a recent inclusive deaf education program implemented in Hong Kong that bears such characteristics. We focus on the DHH students’ bimodal bilingual development in HKSL, oral Cantonese and written Chinese that is based on Mandarin grammar, in terms of group data and case studies. Patterns of language use in such a co-enrollment setting are also reported. Taken together, the results suggest that “dual-immersion” bilingual education in co-enrollment settings creates ample opportunities for social interactions between the DHH and hearing members of the school community, thereby creating a linguistically rich environment to support DHH students’ language development and education.
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