This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families' communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

Provides a significant development in understanding deaf children's language use

About the Author

Kristin Snoddon is Associate Professor, School of Early Childhood Studies, Ryerson University, Canada. Her research interests include sign language policy and planning, inclusive education, sign language and early literacy programs for parents and deaf children, critical ethnography and minority-language children.

Joanne C. Weber is Canada Research Chair in Deaf Education Tier II, Faculty of Education, University of Alberta, Canada. Her research interests include language and literacy education, arts-based research, deaf education, posthumanism, applied linguistics and sign language studies.

Reviews
This book makes a compelling case for recognising that deaf people have always had, and increasingly will have, diverse language repertoires which must be leveraged with deaf-centered insight for effective education. The plurilingual framework is a refreshing departure from reductionist binaries about language practices and identities entrenched in this field. These scholars inspire us to look and think outside those lines, and to grapple with the reality and potential of language hybridity. * Rachel L. McKee, Victoria University of Wellington, New Zealand *
This is a powerful book which should be required reading by all working in inclusive education settings and deaf education. The editors and chapter contributors have pulled together a multi-country overview of the successes of sign-language based education, but also a clear-eyed view of the policy failures in multiple countries which have stymied efforts to ensure deaf children receive linguistically appropriate education in their national sign languages. Fortunately, the volume also offers a way forward beyond linguistic monolingualism and towards a new model of plurilingual sign language environments. * Joseph J. Murray, Gallaudet University, USA *

The plurilingual lens definitely is a welcome addition that will help research and practice in deaf education move forward, which will eventually benefit deaf learners. I agree with the editors that this should be the ultimate goal.

-- Maartje De Meulder, HU University of Applied Sciences, Utrecht, The Netherlands * Journal of Sociolinguistics, 2022 *



Book Information
ISBN 9781800410732
Author Kristin Snoddon
Format Paperback
Page Count 272
Imprint Multilingual Matters
Publisher Multilingual Matters
Weight(grams) 500g
Dimensions(mm) 234mm * 156mm * 15mm