The Bilingual Model of Deaf Education

Seeking the most effective way to educate students with hearing impairment has been controversial for a long time as it strongly supports a contradicting approach. During the past 20 years many schools for hearing impaired have adopted a bilingual education model for hearing impaired (Drasgow, 1998), but many deaf education that promotes strict oral education has been successful . Selection of students with hearing impairment, which is a severe severe hearing impairment. In this article we will explain the historical perspective of hearing impaired education and explain hearing impairment and language learning of the hearing impaired.

In Scandinavia, cochlear implants and oral education began to be handed down from the early 1980s to the middle of the 21st century, bilingual education / bilingual education courses were minimized in many places (Swanwick, Dammeyer, Hendar). People started adopting bicartural / bilingual bilingual teaching methods. , Kristoffersen, and Salter, 2014). In the bicultural / bilingual approach, children and their parents learn sign language and introduce deaf culture in early childhood through national planning. Sign language has a linguistic position, and schools for hearing impaired introduce bilingual course (Swanwick et al., 2014). The change in educational approach in Scandinavia is mainly due to the frustration of students' education through language skills training (Svartholm, 2010) and the increased recognition of the Deaf community as a minority of languages ​​and cultures. (Bagga) - Gupta, 2004)

Seeking the most effective way to educate students with hearing impairment has been controversial for a long time as it strongly supports a contradicting approach. During the past 20 years many schools for hearing impaired have adopted a bilingual education model for hearing impaired (Drasgow, 1998), but many deaf education that promotes strict oral education has been successful . Selection of students with hearing impairment, which is a severe severe hearing impairment. In this article we will explain the historical perspective of hearing impaired education and explain hearing impairment and language learning of the hearing impaired.

At the beginning of the 21st century, the future of ASL in health education is not yet clear. Evidence that supports the use of ASL as a learning medium is found in bilingual and bicultural approaches to deaf education, which reflects the cultural patterns of Deaf. The bilingual bicultural model provides full access to natural languages ​​for students whose ears can not be heard. Natural languages ​​are designed so that children can hear it when using the spoken language. There are two ways to teach English using ASL in a bilingual bicultural model. First of all, Deaf students learn English through ASL when they are ready to benefit from formal instruction after obtaining ASL. In the latter case, students are exposed to both ASL and English from the beginning even though these languages ​​are clearly separated by context and speaker.