Bimodal-Bilingual Teacher Training in Sweden

Autor/inn/en	Thoutenhoofd, Ernst D.; Lyngbäck, Liz Adams
Titel	Bimodal-Bilingual Teacher Training in Sweden
Quelle	In: Sign Language Studies, 23 (2023) 4, S.555-576 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0302-1475
Schlagwörter	Foreign Countries; Bilingualism; Sign Language; Teacher Education Programs; Language Proficiency; Swedish; Oral Language; Deafness; Inclusion; Educational Policy; Teacher Educators; Teacher Attitudes; Civil Rights; Language Minorities; Native Language; Second Language Learning; Second Language Instruction; Access to Education; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; Gebärdensprache; Language skill; Language skills; Sprachkompetenz; Schwedisch; Oral interpretation; Mündlicher Sprachgebrauch; Gehörlosigkeit; Taubstummheit; Inklusion; Politics of education; Bildungspolitik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Bürgerrechte; Grundrechte; Zivilrecht; Sprachminderheit; Zweitsprachenerwerb; Fremdsprachenunterricht; Access; Bildung; Zugang; Bildungszugang
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. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/SLS.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01