Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe: Implications for Professional Development and Training
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe : Implications for Professional Development and Training. / Swanwick, Ruth; Hendar, Nils Ola Ebbe; Dammeyer, Jesper Herup; Kristoffersen, Ann-Elise; Salter, Jackie; Simonsen, Eva.
Bilingualism and Bilingual Deaf Education. ed. / Marc Marschark; Gladys Tang; Harry Knoors. New York : Oxford University Press, 2014. p. 292-310.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe
T2 - Implications for Professional Development and Training
AU - Swanwick, Ruth
AU - Hendar, Nils Ola Ebbe
AU - Dammeyer, Jesper Herup
AU - Kristoffersen, Ann-Elise
AU - Salter, Jackie
AU - Simonsen, Eva
PY - 2014
Y1 - 2014
N2 - This chapter reviews concepts and approaches in bilingual education for deaf children from a Northern European perspective. Changes in thinking and practice are proposed that respond to shifts in educational policy and developments in knowledge and technology in Norway, Sweden, Denmark, and the United Kingdom. From these comparative perspectives, the conceptualization of a new model of language learning and deafness is proposed that recognizes deaf children’s multimodal and multilingual resources and is situated within a global view of language and culture. The challenges and opportunities for classroom practice that a more plural view of language and deafness presents are discussed, and the implications for professional development and training in this field are explored.
AB - This chapter reviews concepts and approaches in bilingual education for deaf children from a Northern European perspective. Changes in thinking and practice are proposed that respond to shifts in educational policy and developments in knowledge and technology in Norway, Sweden, Denmark, and the United Kingdom. From these comparative perspectives, the conceptualization of a new model of language learning and deafness is proposed that recognizes deaf children’s multimodal and multilingual resources and is situated within a global view of language and culture. The challenges and opportunities for classroom practice that a more plural view of language and deafness presents are discussed, and the implications for professional development and training in this field are explored.
KW - Faculty of Social Sciences
KW - bilingual
KW - multilingual
KW - multimodal practice
KW - professional development
U2 - 10.1093/acprof:oso/9780199371815.003.0012
DO - 10.1093/acprof:oso/9780199371815.003.0012
M3 - Book chapter
SN - 9780199371815
SP - 292
EP - 310
BT - Bilingualism and Bilingual Deaf Education
A2 - Marschark, Marc
A2 - Tang, Gladys
A2 - Knoors, Harry
PB - Oxford University Press
CY - New York
ER -
ID: 130107487