Bimodal-Bilingual Teacher Training in Sweden

IF 0.5 Q3 LINGUISTICS

Sign Language Studies Pub Date : 2023-06-01 DOI:10.1353/sls.2023.a905539

Ernst D. Thoutenhoofd, Liz Adams Lyngbäck

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引用次数: 0

Abstract

Abstract:In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees' accounts highlight that deaf education is essentially about language access, that sign-bilingualism is core to the educational inclusion of all deaf pupils, and that only audism stands in the way of this. We argue against the Swedish national policy presumption of special need, pointing out that deaf pupils have an inalienable entitlement to sign language in much the same way that the right to speak Swedish is an inalienable part of being Swedish and not a need that only some Swedish people have. This makes national recognition of sign language a necessary precondition to deaf pupils' full educational inclusion. Policy should then likewise guarantee the sign-bilingual competence of teachers seeking to work with deaf pupils, this being a matter that necessarily conjoins educational and language (minority) rights as the two flipsides of one single coin.

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瑞典双模式双语教师培训

摘要:1981年，瑞典成为世界上第一个允许聋哑学生接受双模双语教育的国家。然而，根据对过去主要的斯德哥尔摩教师培训人员的采访以及我们自己更新教师培训的努力，我们注意到瑞典的手语双语教师培训至今仍是临时的。受访者的叙述强调，聋人教育本质上是关于语言的获取，手语双语是所有聋人学生教育包容性的核心，只有听力障碍才是阻碍。我们反对瑞典国家政策中关于特殊需要的假设，指出聋哑学生有不可剥夺的权利使用手语，就像说瑞典语的权利是瑞典人不可剥夺的一部分一样，而不仅仅是一些瑞典人有这种需要。这使得手语的国家承认成为聋哑学生充分融入教育的必要前提。因此，政策也应该保证寻求与聋哑学生合作的教师的手语双语能力，这是一个必然将教育和语言(少数民族)权利作为一枚硬币的两面结合起来的问题。

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来源期刊

Sign Language Studies LINGUISTICS-

CiteScore

1.80

自引率

6.70%

发文量

期刊介绍： Sign Language Studies publishes a wide range of original scholarly articles and essays relevant to signed languages and signing communities. The journal provides a forum for the dissemination of important ideas and opinions concerning these languages and the communities who use them. Topics of interest include linguistics, anthropology, semiotics, Deaf culture, and Deaf history and literature.