Part of
Sign Bilingualism: Language development, interaction, and maintenance in sign language contact situationsEdited by Carolina Plaza-Pust and Esperanza Morales-López
[Studies in Bilingualism 38] 2008
► pp. 223–276
Edited by Carolina Plaza-Pust and Esperanza Morales-López
[Studies in Bilingualism 38] 2008
► pp. 223–276
Sign bilingualism in Spanish deaf education
This chapter is part of a larger research project that approaches the study of the sociolinguistic and socio-discursive changes that have taken place over the last decade in the Spanish Deaf community in the light of contact with the wider European and worldwide deaf movement. In the research presented in this chapter, the aim has been to observe these changes from an institutional perspective: (1) an analysis of the changes that have taken place in certain education centres, where oralist teaching methods have been replaced by bilingual methods and the reactions of the education authorities to such changes; and (2) an ideological analysis of political discourse on deafness by politicians and the latest publications of experts in deaf education.
Cited by (3)
Cited by 3 other publications
Luft, Pamela
2022. Wholistic Planning and Literacy Assessment for Bi/Multilingual and Bi/Multicultural DHH Students. In Deaf Education and Challenges for Bilingual/Multilingual Students [Advances in Educational Technologies and Instructional Design, ], ► pp. 110 ff. 
Pérez, Mar, Begoña de la Fuente, Pilar Alonso & Gerardo Echeita
2019. Four Co-Enrollment Programs in Madrid: Differences and Similarities. In Co-Enrollment in Deaf Education, ► pp. 235 ff.
Cabeza-Pereiro, María del Carmen & Fernando F. Ramallo
2016. Lenguas de signos y educación en España. Language Problems and Language Planning 40:1 ► pp. 1 ff.
This list is based on CrossRef data as of 25 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.