SIGN AND SCHOOL: a journey

Detalhes bibliográficos
Autor(a) principal: Kyle, Jim
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Momento (Rio Grande. Online)
Texto Completo: https://periodicos.furg.br/momento/article/view/14497
Resumo: When our international collection of papers on the status of signing in school was published in 1987, we believed we were in transition in the UK. The discovery of sign languages and their validation by linguists, had provided the base for the implementation which the deaf community had requested. Deaf children ought to have sign language as their language of interaction and instruction. The collection highlighted forward thinking but also showed that different countries were at different stages of their journey. In this contribution, we reflect on the knowledge we had then, the discoveries since, and ask the question: is it now the norm that deaf children, from the earliest of age, have access to sign language (in our case, British Sign Language), and can we describe the evidence that says this is working to produce more adjusted and effective citizens? We look beyond the simple question to consider whether the bilingualism we have been advocating is one-sided and does not produce a change in attitude for the majority society. In effect, if deaf people become bilingual, does it allow society to remain monolingual and to avoid engagement with the deaf view of life and society? And finally, the paper asks: what will be hearing loss or/and hearing enhancement in future?
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spelling SIGN AND SCHOOL: a journey Sign Language in School. Sign bilingualism. Transhumanism.When our international collection of papers on the status of signing in school was published in 1987, we believed we were in transition in the UK. The discovery of sign languages and their validation by linguists, had provided the base for the implementation which the deaf community had requested. Deaf children ought to have sign language as their language of interaction and instruction. The collection highlighted forward thinking but also showed that different countries were at different stages of their journey. In this contribution, we reflect on the knowledge we had then, the discoveries since, and ask the question: is it now the norm that deaf children, from the earliest of age, have access to sign language (in our case, British Sign Language), and can we describe the evidence that says this is working to produce more adjusted and effective citizens? We look beyond the simple question to consider whether the bilingualism we have been advocating is one-sided and does not produce a change in attitude for the majority society. In effect, if deaf people become bilingual, does it allow society to remain monolingual and to avoid engagement with the deaf view of life and society? And finally, the paper asks: what will be hearing loss or/and hearing enhancement in future?Universidade Federal do Rio Grande2022-07-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.furg.br/momento/article/view/1449710.14295/momento.v31i02.14497Momento - Diálogos em Educação; Vol. 31 No. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 308 - 326Momento - Diálogos em Educação; v. 31 n. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 308 - 3262316-3100reponame:Momento (Rio Grande. Online)instname:Universidade Federal do Rio Grande (FURG)instacron:FURGporhttps://periodicos.furg.br/momento/article/view/14497/9699Copyright (c) 2022 Momento - Diálogos em Educaçãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKyle, Jim2022-07-29T12:16:58Zoai:periodicos.furg.br:article/14497Revistahttps://periodicos.furg.br/momentoPUBhttps://periodicos.furg.br/momento/oai||momento.educacao@furg.br2316-31000102-2717opendoar:2022-07-29T12:16:58Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)false
dc.title.none.fl_str_mv SIGN AND SCHOOL: a journey
title SIGN AND SCHOOL: a journey
spellingShingle SIGN AND SCHOOL: a journey
Kyle, Jim
Sign Language in School. Sign bilingualism. Transhumanism.
title_short SIGN AND SCHOOL: a journey
title_full SIGN AND SCHOOL: a journey
title_fullStr SIGN AND SCHOOL: a journey
title_full_unstemmed SIGN AND SCHOOL: a journey
title_sort SIGN AND SCHOOL: a journey
author Kyle, Jim
author_facet Kyle, Jim
author_role author
dc.contributor.author.fl_str_mv Kyle, Jim
dc.subject.por.fl_str_mv Sign Language in School. Sign bilingualism. Transhumanism.
topic Sign Language in School. Sign bilingualism. Transhumanism.
description When our international collection of papers on the status of signing in school was published in 1987, we believed we were in transition in the UK. The discovery of sign languages and their validation by linguists, had provided the base for the implementation which the deaf community had requested. Deaf children ought to have sign language as their language of interaction and instruction. The collection highlighted forward thinking but also showed that different countries were at different stages of their journey. In this contribution, we reflect on the knowledge we had then, the discoveries since, and ask the question: is it now the norm that deaf children, from the earliest of age, have access to sign language (in our case, British Sign Language), and can we describe the evidence that says this is working to produce more adjusted and effective citizens? We look beyond the simple question to consider whether the bilingualism we have been advocating is one-sided and does not produce a change in attitude for the majority society. In effect, if deaf people become bilingual, does it allow society to remain monolingual and to avoid engagement with the deaf view of life and society? And finally, the paper asks: what will be hearing loss or/and hearing enhancement in future?
publishDate 2022
dc.date.none.fl_str_mv 2022-07-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.furg.br/momento/article/view/14497
10.14295/momento.v31i02.14497
url https://periodicos.furg.br/momento/article/view/14497
identifier_str_mv 10.14295/momento.v31i02.14497
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.furg.br/momento/article/view/14497/9699
dc.rights.driver.fl_str_mv Copyright (c) 2022 Momento - Diálogos em Educação
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Momento - Diálogos em Educação
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande
publisher.none.fl_str_mv Universidade Federal do Rio Grande
dc.source.none.fl_str_mv Momento - Diálogos em Educação; Vol. 31 No. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 308 - 326
Momento - Diálogos em Educação; v. 31 n. 02 (2022): Dossiê Temático: O CURRÍCULO DE LÍNGUA DE SINAIS NA ESCOLA: reflexões, proposições e desafios; 308 - 326
2316-3100
reponame:Momento (Rio Grande. Online)
instname:Universidade Federal do Rio Grande (FURG)
instacron:FURG
instname_str Universidade Federal do Rio Grande (FURG)
instacron_str FURG
institution FURG
reponame_str Momento (Rio Grande. Online)
collection Momento (Rio Grande. Online)
repository.name.fl_str_mv Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)
repository.mail.fl_str_mv ||momento.educacao@furg.br
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