Survey of Bi-Bi programs - Empirical Article

[jillio]

Bilingual in Deaf Education in the South of Brazil. 1367-0050/04/05 368-13 $20.00/0 # 2004 C. Skliar & R.M. Quadros
BILINGUAL EDUCATION AND BILINGUALISM Vol. 7, No. 5, 2004


In Brazil three different readings of the bilingual=bicultural model as
applied to Deaf Education may be postulated: first, a methodological reading;
second, a linguistic reading; and third, a psycholinguistic reading. The first
reading involves applying the model as an academic system that has come
to replace Total Communication as opposed to Oral Education, without
reviewing the rules and the curriculum, or the Deaf person in the educational
process

Ahhh....you are reading the articles.

 

[Bottesini]

That was believed in those times hence for the push of oralism only in Deaf ed and see my post #306 what happened afterwards.

I know Shel, what happened. I just believe in telling the complete truth, and it is not fair to try to back up what you want by twisting the truth.

I am not saying they were right.

Edit: when I say "you" I mean "a person" not you personally Shel.

 

[jillio]

Just like I have said over and over again...

However, ASL/English bilingual education
has a fundamental emphasis on
oral skill development: oracy (listening,
speaking, and speechreading)
as a key component within the bilingual
framework, along with signacy receptive and expressive ASL, fingerspelling/
finger reading) and literacy
(reading, writing, and typing) (Nover,
2005; Nover et al., 1998). Contrary to
common misconception, the approach
does not ignore oracy; rather, it supports
instructional delivery that separates
languages, thereby preserving
the complete linguistic code of any language
used in the classroom.

And I've said it over and over as well. Maybe now it will be believed.

 

[shel90]

Why special ed is not appropriate for deaf children

The last way to define Deafness is as located in the discourse of ‘handicap’.
When talking about handicaps, people locate the discussion in a Special Education
context that is considered to be a part (or sub area) of Education. Deafness
is analysed as a small part of the huge problem that surrounds Education
in general. This small part is related to taking care of the people who are not as
able as ‘normal people’ are, since these people are handicapped with unfortunate
families and sacrificial professionals – the specialists. Special Education
manifests discontinuity in its theoretical discourses and is related much more
to charity, aid and medical practices, and, in doing so, reproduces exclusion
based on the binary relation of inclusion=exclusion. Over the last 10 years,
the dominant ideology of Deaf Education seems to be dissatisfied with this
view, in the light of the Deaf Way. The handicap definition is not the way
to think about Deaf people; instead the epistemological way is considered
the best to capture Deaf identities.

epistemological inversion: the Deaf ‘problem’ is, in fact, hearing ‘problems’
in Deaf Education. This involves consideration of the problems that the
hearing people suffer in their social, communicative and linguistic interactions
with Deaf people. These are problems derived from the invention
of the Deaf alter. For instance, from the cultural point of view, there is
the problem related to the perception of who Deaf people are. Hearing
Bilingual Deaf Education in the South of Brazil 371
specialists or teachers have problems when planning their classes to understand
‘the other’, – the Deaf person. In other words, instead of continuing
to try to understand hearing impairment, they need to understand the
(political) meaning of hearing normality. Instead of thinking that sign
language is a problem, they need to analyse the hearing discourse that
represents this language as a problem. Instead of thinking that Deaf people
are handicapped, they need to understand that the Deaf live a visual
experience in the world.

 

[shel90]

I know Shel, what happened. I just believe in telling the complete truth, and it is not fair to try to back up what you want by twisting the truth.

I am not saying they were right.

Edit: when I say "you" I mean "a person" not you personally Shel.

I am not twisting the truth..it was stated in the article. In the bold it is copied. I have no idea what you are acussing me of?
Or the "you" in that post is not referred to me? Just making sure.

People want sources so I am providing them.

 

[shel90]

The importance of Deaf role models

This set of variables has opened new doors for Deaf Bilingual Education
in the South of Brazil. In the first place, the transformation of the view that
372 Bilingual Education and Bilingualism
a bilingual education is not only an academic project, but is intimately
associated with the politics of linguistics, identity, culture and differences.
In the second place, and perhaps one of the most important aspects,
bilingual education supposes two pathways for Deaf people. One is a pedagogical
pathway with which the Deaf child is engaged until he=she
becomes an adult. The second is a pathway that goes from the Deaf adult
to the Deaf child. What does it mean to go from the Deaf adult to the Deaf
child? It means that we cannot ignore the systematic qualification of Deaf
adults as educational professionals and the many generations of Deaf adults
who were not able to radically change their historical condition of illiteracy,
low academic results and low quality of life: no jobs, sub-jobs, etc. Also, it
means that the school should be preparing for the time in which the Deaf
child and Deaf adult can meet each other, and that the school should
be considering the qualifications of Deaf people to play a role in Deaf Education.

See..even in Brazil they recongize the importance of Deaf adults

 

[Bottesini]

Yes, it did. And that is evidence that language delays were present even then, and that combining manual language with oral language would assist in remediating the delays caused by the lack of oral language.

Yes, but that was not the interpretation at the time. Hindsight is 20/20.

 

[Bottesini]

I am not twisting the truth..it was stated in the article. In the bold it is copied. I have no idea what you are acussing me of?
Or the "you" in that post is not referred to me? Just making sure.

People want sources so I am providing them.

Not you. Jillio absolutely did. I am pointing it out. Fool rushing in where angels fear to tread.

Truth is important to me.

 

[shel90]

Same issues as US has..

There is also a National Deaf Association (Federac¸a˜o Nacional de Educac¸a˜o
e Integrac¸a˜o de Surdos – FENEIS) that has been fighting for more than
10 years for the recognition of sign language. Last year, a federal law (Lei
10.436, 24=04=2002) recognised Brazilian Sign Language as an official
language in the country. This has been reflected directly in Deaf Education.
Since then, it seems more appropriate to consider Deaf Education within
the context of groups that have different languages from Brazilian Portuguese
in Education in general, instead of relating it to the context of Special
Education.


Deaf leaders are
378 Bilingual Education and Bilingualism
continually fighting to show what they want, what they believe and what
they are doing. Deaf people are engaged in the process; they are political
people with fluctuating identities acting in the play of life. In presenting
the South of Brazil experience, we feel that bilingualism in Deaf Education
has to be the starting point to make Deaf people’s rights possible, in order
for them to live as true citizens.

*from the Brazilian article*

 

[shel90]

Not you. Jillio absolutely did. I am pointing it out. Fool rushing in where angels fear to tread.

Truth is important to me.

Yes..it is not about who is right or wrong...it is about giving every Deaf child the right to full and appropriate education using their strengths instead of looking at them as "handicapped".

I have argued far too long so I am just citing sources to why I believe strongly the way I do about this issue.

 

[Bottesini]

This is from the article , "Intellectual functioning of deaf adults and children: Answers and questions." EUROPEAN JOURNAL OF COGNITIVE PSYCHOLOGY
2006, 18 (1), 70±89


In the absence of access to early communication and language
despite intensive ``oral'' training, most deaf children thus enter school with
language delays of up to 2 years, and these lags often become greater with age
(Geers, 2006). To early investigators who observed such delays (e.g., Pintner &
Patterson, 1916, 1917), it often appeared that the lack of spoken language was
the cause of academic and intellectual challengesÐnot that it was the failure to
acquire appropriate language skills in any mode that created barriers to deaf
children's learning. Indeed, there was ample evidence then (see Lang, 2003) and
there is now (see Marschark et al., 2002) that natural signed languages (like
American Sign Language [ASL], Italian Sign Language [LIS], and British Sign
Language [BSL]) can provide deaf children with normal developmental
INTELLECTUAL FUNCTIONING AND DEAFNESS 73
trajectories and academic achievement.

To early investigators who observed such delays (e.g., Pintner &
Patterson, 1916, 1917), it often appeared that the lack of spoken language was
the cause of academic and intellectual challenges

The bolded part is what I referred to that Jillio misused.

Edit: I pasted since could not bold twice

 

[Bottesini]

Yes..it is not about who is right or wrong...it is about giving every Deaf child the right to full and appropriate education using their strengths instead of looking at them as "handicapped".

I have argued far too long so I am just citing sources to why I believe strongly the way I do about this issue.

And this is good. I know what you are arguing for and I agree with you!

 

[shel90]

To early investigators who observed such delays (e.g., Pintner &
Patterson, 1916, 1917), it often appeared that the lack of spoken language was
the cause of academic and intellectual challenges

The bolded part is what I referred to that Jillio misused.

Edit: I pasted since could not bold twice

Can u rephrase that? Jillo misused this statement how? Not arguing but trying to make sure I dont read you wrong and make the wrong assumptions to your point of this post. Thanks!

 

[Bottesini]

And this is good. I know what you are arguing for and I agree with you!

And I will shut up after this, but it is counterproductive to deny what was thought historically. Better to show where it failed than to say they knew it then.

They absolutely did not.

 

[Bottesini]

Can u rephrase that? Jillo misused this statement how? Not arguing but trying to make sure I dont read you wrong and make the wrong assumptions to your point of this post. Thanks!

Originally Posted by jillio View Post
So, we have known since 1916 the benefits of Bi-Bi. So much for it being something "new".

That is the statement I am objecting to.

They thought no oral skills was the problem in 1916. They did not know the benefits of BIBI

 

[shel90]

I think you misunderstand. Bi-bi is not the reason that people are mute. The inability to develop spoken language, or the choice not to use spoken language is the reason that people are mute. Bi-Bi is the reason that they were able to develop language skills in the absence of speech.

I guess some people think deaf people who dont have speech skills are not as intelligent. Let them believe in that myth.

 

[shel90]

Originally Posted by jillio View Post
So, we have known since 1916 the benefits of Bi-Bi. So much for it being something "new".

That is the statement I am objecting to.

They thought no oral skills was the problem in 1916. They did not know the benefits of BIBI

Oh..I think Jillo was referring to old arguments here on AD about the concept of BiBi being "new" and some people said that it wasnt "invented" until in the 1990s and Jillo disputed that so this excerpt proved that BiBi Deaf ed was in place before the Milan conference. It wasnt called "BiBi" but the methodology and practices were the same.

 

[Bottesini]

Oh..I think Jillo was referring to old arguments here on AD about the concept of BiBi being "new" and some people said that it wasnt "invented" until in the 1990s and Jillo disputed that so this excerpt proved that BiBi Deaf ed was in place before the Milan conference. It wasnt called "BiBi" but the methodology and practices were the same.

Oh, sorry if my focus was too narrow. Sorry Jillio too if I misunderstood.

 

[Cheri]

and your point about them being mute? I dont know what you are trying to get at so care to elaborate please?

The point is, it seems to me that educators were no clearer on the best way to teach deaf, since deaf people were mute during the 19 centuries ago, Then sign language became forbidden and the oral teaching method was adopted, then cued speech, then TC, and now Bi-Bi, the same old debates continue. At this point no one approach has been proven to be more effective for the majority of deaf.

 

[shel90]

How about this?

The point is, it seems to me that educators were no clearer on the best way to teach deaf, since deaf people were mute during the 19 centuries ago, Then sign language became forbidden and the oral teaching method was adopted, then cued speech, then TC, and now Bi-Bi, the same old debates continue. At this point no one approach has been proven to be more effective for the majority of deaf.

Before the Milan Conference, Deaf people were reading and writing on par with their hearing counterparts. *shrug*


This was in Netherlands...

The empirical data, quite interestingly, do showthat
there is a strong and positive relationship between signing
and reading skills (Chamberlain & Mayberry, 2000;
Hoffmeister, 2000; Mann, 2006; Padden & Ramsey,
2000; Parisot, Dubuisson, Lelievre, Vercaingne-
Menard, & Villeneuve, 2005; Prinz, 2002; Strong &
Prinz, 1997, 2000). For instance, Strong and Prinz
studied the relationship between the signing skills
and the reading skills of a group of 155 deaf children
between 8 and 15 years old. They found a strong correlation
between signing skills and reading skills, even
after age and nonverbal intelligence were partialled
out. In general, deaf children with good signing skills
were also the better readers.


The Relationship Between the Reading and Signing Skills of
Deaf Children in Bilingual Education Programs
520 Journal of Deaf Studies and Deaf Education 13:4 Fall 2008