Yes, as I said, the current problems with bi-bi education are problems with its implementation, which can be solved in many different ways. I brought them up to explain why some people claim bi-bi education does not work. It has been shown (more anecdotally than definitively but there just isn't enough research yet) that students have good success in true bi-bi programs that follow the linguistic principles, have properly qualified staff, etc.
This is basically what I'm doing, although at more of a rescue stage than a developmental stage. My MA (thesis pending) is in TESOL and I am applying those techniques to my college classes in English writing and grammar for deaf students. We have deaf teachers and tutors in the program and students are required to take ASL as well as English. They also have the option to take math from a deaf teacher but that classroom also has hearing students (which is cool in and of itself!). They do a lot of reading and writing on topics related to Deaf culture although not exclusively. And we do our best to keep the classroom language ASL, but with the wide range of communication methods used by the students, that isn't always possible but at this point we are long past being language models for most of them so it's less of an issue than with young kids. We're using ESL textbooks which we adapt as needed.
I have absolutely no doubt that TESOL techniques are exactly what is needed in teaching English as a second language to young deaf ASL users. I pretty much spent my graduate work focusing on TESOL and deaf education and my thesis will be on my work with the college students.
