A Comparative Policy Analysis on Foreign Language Education for K-12 Deaf Students: A Case Study of Türkiye and the United States

Çiğdem Fidan
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Abstract

Foreign languages are linguistic tools that allow access to various resources in the global world. However, access to foreign language education for K-12 deaf students is restricted because deaf students are often disqualified from foreign language courses based on presumed disability status. This study identifies ideologies underpinning education policies that limit foreign language education for K-12 deaf students and compares Türkiye and the United States. The study employs a qualitative approach and analyzes both countries' constitutions, education laws, and education regulations through critical discourse analysis based on the theories of linguistic human rights and Bourdieu’s forms of capital. Findings reveal ideological contradictions concerning deafness and language education for deaf learners, restricting access to foreign language education for K-12 deaf students in both countries.
关于 K-12 年级聋哑学生外语教育的比较政策分析:土耳其和美国的案例研究
外语是一种语言工具,可以让人们获取全球的各种资源。然而,K-12聋哑学生接受外语教育的机会受到限制,因为聋哑学生往往因假定的残疾状况而被取消学习外语课程的资格。本研究确定了限制 K-12 失聪学生外语教育的教育政策所依据的意识形态,并对土耳其和美国进行了比较。本研究采用定性方法,以语言人权理论和布尔迪厄的资本形式为基础,通过批判性话语分析,对两国的宪法、教育法和教育法规进行了分析。研究结果揭示了有关耳聋和耳聋学习者语言教育的意识形态矛盾,限制了两国 K-12 耳聋学生接受外语教育的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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