Keywords
intermodal bilingualism
bilingualism sign language/oral language
Deaf education
planning of Deaf education
linguistic minority
oralism
language deprivation
semilingualism
bilingualism sign language/oral language
Deaf education
planning of Deaf education
linguistic minority
oralism
language deprivation
semilingualism
Abstract
This chapter reflects on the general characteristics of intermodal bilingualism and its differences with bilingualism in oral languages (intramodalbilingualism), defended by the European Council. From this comparison, a series of specific and common features that characterize such intermodal bilingualism emerge. With this I want to show that it can be correctly implemented in the Spanish educationalsystem, based on a realistic planning objective and oriented to its main purpose: the improvement of the literacy of deaf students. At the same time, this comparison shows that oralism is an anachronistic model, according to the standards of bilingualism and multilingualism defended by Europe, because it can lead to the language deprivation or semi-lingualism of deaf children and young people.
References
Ardito, B., Caselli, M. C., Vecchietti, A. y Volterra, V. (2008): “Deaf and hearing children: Reading together in Preschool”. En Plaza Pust, C. y Morales López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, pp. 137-164. Amsterdam: John Benjamins.
Bagga-Gupta, S. (2004): Literacies and Deaf Education: A Theoretical Analysis of the International and Swedish Literature, The Swedish National Agency for School Improvement.
Bao Fente, M. (2017): El portafolio europeo de todas las lenguas en la educación infantil y primaria: un recurso plural para mejorar y modificar las actitudes lingüísticas hacia la lengua de signos española, Tesis doctoral, Universidade da Coruña.
Cabeza, C. y Ramallo, F. (2016): “Lenguas de signos y educación en España: Una aproximación desde la comunidad sorda”. Language Problems and Language Planning, 40 (1): 1–25. Doi 10.1075/lplp.40.1.01cab
Chamberlain, C. y Mayberry, R. I. (2000): “Teaching about the relationship between American Sign Language and reading”. En Chamberlain, C., Morford, J. y Mayberry, R. I. (eds.): Language Acquisition by Eye, pp. 221-259. Mahwah: Erlbaum.
Consejo de Europa/Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Cambridge: Cambridge University Press.
Dubuisson, C., Parisot, A. y Vercaingne-Ménard, A. (2008): “Bilingualism and deafness: Correlations between deaf students’ ability to use space in Quebec Sign Language and their reading comprehension in French”. En Plaza Pust, C. y Morales López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, Amsterdam: John Benjamins.
Fridman Mintz, B. (2009): “De sordos hablantes, semilingües y señantes”. Cultura Sorda.
Gras Ferrer, V. (2006): La comunidad sorda como comunidad lingüística: Panorama sociolingüístico de la/s lengua/s de signos en España, Tesis doctoral, Universitat de Barcelona.
Gras Ferrer, V. (2004): “Language census of sign-language users in Spain: Attitudes in a changing language community”. En Van Herreweghe, M. y Vermeerbergen, M. (eds.): To the Lexicon and Beyond: Sociolinguistics in European Deaf Communities, pp. 211–247. Washington, DC: Gallaudet University Press.
Heller, M. (2014): “Gumperz and social justice”. Journal of Linguistic Anthropology, 23 (3): 192-198. Doi : 10.1111/jola.12026.
Hintermair, M. (2014): “Psychosocial development in Deaf and hard-of-hearing children in the twenty-first century”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 152-186. Oxford: Oxford University Press.
Honzinger, D. y Fellinger, J. (2014): “Sign language and reading comprehension”. En March Marschark, Gladys Tang y Harry Knoors (eds.): Bilingualism and Bilingual Deaf Education, pp. 102-133. Oxford: Oxford University Press.
Jarque, M. J. (2012): “Las lenguas de signos: Su estudio científico y reconocimiento legal”. Anuari de Filologia. Estudis de lingüística, 2: 33–48.
Johnson, R. E., Liddell, S. y Erting, C. J. (1989): “Unlocking the curriculum: Principles for achieving access in Deaf education”. Gallaudet Research Institute Working Paper, pp. 89-3.
Lacerda, C. B. F., Santos, L. F. y Martins, V. (2016): Escola e diferença. Caminhos para educão de surdos, São Carlos: Edufscar.
Madrid Cánovas, S. (2006): “Tareas de denominación y tiempo de latencia en niños con implante coclear prelocutivo”. En Gallardo, B., Hernández, C. y Moreno, V. (eds.): Lingüística clínica y neuropsicología cognitiva: Actas del Primer Congreso Nacional de Lingüística Clínica. Vol. 2. Lingüística y evaluación del lenguaje.
Madrid Cánovas, S. y Bleda García, I. (2011): “Dificultades pragmáticas de niño sordo con implante coclear”. Revista de Investigación Lingüística, 14: 87-107.
Mahshie, S. N. (1997): A first language: Whose choice is it? Sharing ideas, Washington D.C.: Gallaudet University, Laurent Clerk National Deaf Education Center.
Marschark, M., Knoors, H. y Tang, G. (2014): “Perspectives on bilingualism and bilingual education for Deaf learners”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 445-476. Oxford: Oxford University Press.
Marschark, M., Lang, H. G. y Albertini, J. A. (2002): Educating Deaf Students, Oxford: Oxford University Press.
Messing, L. S. (1999): “Two modes – two languages”. En Messing, L. S. y Campbell, R. (eds.): Gestures, Speech and Sign, pp. 189-199. Oxford: Oxford University Press.
Morales López, E. (2019a): “Construcciones discursivas sobre las lenguas peninsulares: hacia la superación del marco del conflicto”. En Actas del XIII Congreso Internacional de Lingüística General / XIII Congreso Internacional de Lingüística Xeral (CILX2018): Universidad de Vigo, 13 al 15 junio. Vigo: Universidade de Vigo.
Morales López, E. (2019b): “Dos décadas de bilingüismo intermodal (lengua de signos/lengua oral) en la educación de alumnado sordo en España”. En preparación.
Morales López, E. (2019c): “Bilingüismo lengua de signos/lengua oral o privación lingüística”. En preparación.
Morales López, E. (2016): “De la perspectiva etnográfica al análisis crítico del discurso: investigación en un grupo de mujeres ecuatorianas.” En Crespo, B., Moskowich, I. y Núñez-Puente, C. (eds.): Queering Women's and Gender Studies, pp. 45-66. Newcastle: Cambridge Scholar Publishing.
Morales López, E. (2010): “Característiques generals del bilingüisme inter-modal (llengua de signes / llengua oral)”. En Martí i Castells, J. y Mestres i Serra, J. (eds.): Les llengües de signes com a llengües minoritàries: perspectivas lingüístiques, socials i polítiques (Actes del seminari del CUIMPB-CEI 2008), pp. 175-188. Barcelona: Institut d’Estudis Catalans.
Morales López, E. (2008): “Sign bilingualism in Spanish deaf education”. En Plaza Pust, C. y Morales López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, pp. 223-276. Amsterdam: John Benjamins.
Morford, J. P. y Kegl, J. A. (2000): “Gestural precursors to linguistic constructs: How input shapes the form of language”. En McNeill, D. (ed.): Language and Gesture, pp. 358-399. Cambridge: Cambridge University Press.
Mugnier, S. (2006): “Le bilinguisme des enfants sourds: De quelques freins aux posibles moteurs”. Glottopol, 7: 144-159.
Musselman, C. (2000): “How do children who can’t hear learn to read an alphabetic script? A review of the literature on reading and deafness”. Journal of Deaf Studies and Deaf Education, 5 (1): 9-31.
Nover, S. M., Andrews, J. F. y Everhart, V. S. (2001): USDLC Star Schools Project: Critical pedagogy in Deaf Education: Teachers’ Reflection on Implementing ASL/English Bilingual Methodology and Language Assessment for Deaf Learners, Report 4, New Mexico: New Mexico School for the Deaf.
Ormel, E. y Giezen, M. (2014): “Bimodal bilingual cross-language interaction”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 74-101. Oxford: Oxford University Press.
Quer, J. (2012): “Legal pathways to the recognition of sign languages: A comparison of the Catalan and Spanish Sign Language acts”. Sign Language Studies, 2 (4): 565-582.
Padden, C. y Ramsey, C.(2000): “American Sign Language and reading ability in Deaf children”. En Chamberlain, C., Morford, J. y Mayberry, R. I. (eds.): Language Acquisition by Eye, pp. 165-189. Mahwah: Erlbaum.
Pallier, C. (2007): “Critical periods in language acquisition and language attrition”. En Köpke, B., Schmidt, M. S., Keijzer, M. y Dostert, S. (eds.): Language attrition: Theoretical perspectives, pp. 155-168. Amsterdam: John Benjamins, Amsterdam.
Pérez Martín, M., Valmaseda Balanzategui, M. y Morgan, G. (2014): “Sign bilingual co-enrollement education for children with cochlear implants in Madrid, Spain”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 368-395. Oxford: Oxford University Press.
Plaza Pust, C. (2016): Sign Bilingualism in Education: Challenges and Perspectives along the Research, Policy, Practice Axis, Lancaster: Ishara Press.
Plaza Pust, C. (2008): “Why variation matters: On language contact in the development of L2 written German”. En Plaza Pust, C. y Morales López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, pp. 73-135. Amsterdam: John Benjamins.
Plaza Pust, C. y Morales López, E. (Eds.) (2008): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, Amsterdam: John Benjamins.
Plaza Pust, C. y Morales López, E. (2008): “Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations”. En Plaza Pust, C. y Morales López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, pp. 333-379. Amsterdam: John Benjamins.
Pribanić, L. (2006): “Sign language and Deaf education”. Sign Language and Linguistics, 9 (1-2): 233-254.
Quer, J. y de Quadros, R. M. (Eds.) (2012): “Language Planning and Policies for Sign Languages”. Special Issue of Sign Languages Studies, 12 (4).
Reagan, T. (2010): Language Policy and Planning for Sign Languages, Washington, DC: Gallaudet University Press.
Rodríguez Ortiz, I.R. (2005): “Condiciones para la educación bilingüe de las personas sordas”. Revista de Logopedia, Foniatría y Audiología, 25 (1): 28-37.
Sánchez Amat, J. (2015): Llengua de signes i llengua escrita en la modalitat educativa bilingüe i en la intervenció amb l’infant sord, Tesis doctoral, Universitat Autònoma de Barcelona.
Sheridan, M. A. (2000): “Images of self and others: stories from the children”. En Spencer, P. E., Erting, C. J. y Marschark, M. (eds.): The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans, pp. 5-19. Mahwah, NJ: Erlbaum.
Slabakova, R. (2016): Second Language Acquisition, Oxford: Oxford University Press.
Solano i Reyes, R. y Vinardell i Maristany, M. (2017): “La tarea metalingüística L1/L2 en Logopedia / UALL”. BilinSig Newsletter 4, (13).
Swanwick, R., Hendar, O., Dammeyer, J., Kristoffersen, A. y Salter, J. (2014): “Shifting contexts and practices in sign bilingual education in Northern Europe”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 292-310. Oxford: Oxford University Press.
Trovato, S. (2013): “A stronger reason for the right to sign languages”. Sign Languages, 13 (3): 401-422.
UNESCO (2017): Guía para asegurar la inclusión y la equidad en la educación, París: UNESCO.
Vygotsky, L. (1934): Pensamiento y lenguaje, Buenos Aires: La Pleyade.
Bagga-Gupta, S. (2004): Literacies and Deaf Education: A Theoretical Analysis of the International and Swedish Literature, The Swedish National Agency for School Improvement.
Bao Fente, M. (2017): El portafolio europeo de todas las lenguas en la educación infantil y primaria: un recurso plural para mejorar y modificar las actitudes lingüísticas hacia la lengua de signos española, Tesis doctoral, Universidade da Coruña.
Cabeza, C. y Ramallo, F. (2016): “Lenguas de signos y educación en España: Una aproximación desde la comunidad sorda”. Language Problems and Language Planning, 40 (1): 1–25. Doi 10.1075/lplp.40.1.01cab
Chamberlain, C. y Mayberry, R. I. (2000): “Teaching about the relationship between American Sign Language and reading”. En Chamberlain, C., Morford, J. y Mayberry, R. I. (eds.): Language Acquisition by Eye, pp. 221-259. Mahwah: Erlbaum.
Consejo de Europa/Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Cambridge: Cambridge University Press.
Dubuisson, C., Parisot, A. y Vercaingne-Ménard, A. (2008): “Bilingualism and deafness: Correlations between deaf students’ ability to use space in Quebec Sign Language and their reading comprehension in French”. En Plaza Pust, C. y Morales López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, Amsterdam: John Benjamins.
Fridman Mintz, B. (2009): “De sordos hablantes, semilingües y señantes”. Cultura Sorda.
Gras Ferrer, V. (2006): La comunidad sorda como comunidad lingüística: Panorama sociolingüístico de la/s lengua/s de signos en España, Tesis doctoral, Universitat de Barcelona.
Gras Ferrer, V. (2004): “Language census of sign-language users in Spain: Attitudes in a changing language community”. En Van Herreweghe, M. y Vermeerbergen, M. (eds.): To the Lexicon and Beyond: Sociolinguistics in European Deaf Communities, pp. 211–247. Washington, DC: Gallaudet University Press.
Heller, M. (2014): “Gumperz and social justice”. Journal of Linguistic Anthropology, 23 (3): 192-198. Doi : 10.1111/jola.12026.
Hintermair, M. (2014): “Psychosocial development in Deaf and hard-of-hearing children in the twenty-first century”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 152-186. Oxford: Oxford University Press.
Honzinger, D. y Fellinger, J. (2014): “Sign language and reading comprehension”. En March Marschark, Gladys Tang y Harry Knoors (eds.): Bilingualism and Bilingual Deaf Education, pp. 102-133. Oxford: Oxford University Press.
Jarque, M. J. (2012): “Las lenguas de signos: Su estudio científico y reconocimiento legal”. Anuari de Filologia. Estudis de lingüística, 2: 33–48.
Johnson, R. E., Liddell, S. y Erting, C. J. (1989): “Unlocking the curriculum: Principles for achieving access in Deaf education”. Gallaudet Research Institute Working Paper, pp. 89-3.
Lacerda, C. B. F., Santos, L. F. y Martins, V. (2016): Escola e diferença. Caminhos para educão de surdos, São Carlos: Edufscar.
Madrid Cánovas, S. (2006): “Tareas de denominación y tiempo de latencia en niños con implante coclear prelocutivo”. En Gallardo, B., Hernández, C. y Moreno, V. (eds.): Lingüística clínica y neuropsicología cognitiva: Actas del Primer Congreso Nacional de Lingüística Clínica. Vol. 2. Lingüística y evaluación del lenguaje.
Madrid Cánovas, S. y Bleda García, I. (2011): “Dificultades pragmáticas de niño sordo con implante coclear”. Revista de Investigación Lingüística, 14: 87-107.
Mahshie, S. N. (1997): A first language: Whose choice is it? Sharing ideas, Washington D.C.: Gallaudet University, Laurent Clerk National Deaf Education Center.
Marschark, M., Knoors, H. y Tang, G. (2014): “Perspectives on bilingualism and bilingual education for Deaf learners”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 445-476. Oxford: Oxford University Press.
Marschark, M., Lang, H. G. y Albertini, J. A. (2002): Educating Deaf Students, Oxford: Oxford University Press.
Messing, L. S. (1999): “Two modes – two languages”. En Messing, L. S. y Campbell, R. (eds.): Gestures, Speech and Sign, pp. 189-199. Oxford: Oxford University Press.
Morales López, E. (2019a): “Construcciones discursivas sobre las lenguas peninsulares: hacia la superación del marco del conflicto”. En Actas del XIII Congreso Internacional de Lingüística General / XIII Congreso Internacional de Lingüística Xeral (CILX2018): Universidad de Vigo, 13 al 15 junio. Vigo: Universidade de Vigo.
Morales López, E. (2019b): “Dos décadas de bilingüismo intermodal (lengua de signos/lengua oral) en la educación de alumnado sordo en España”. En preparación.
Morales López, E. (2019c): “Bilingüismo lengua de signos/lengua oral o privación lingüística”. En preparación.
Morales López, E. (2016): “De la perspectiva etnográfica al análisis crítico del discurso: investigación en un grupo de mujeres ecuatorianas.” En Crespo, B., Moskowich, I. y Núñez-Puente, C. (eds.): Queering Women's and Gender Studies, pp. 45-66. Newcastle: Cambridge Scholar Publishing.
Morales López, E. (2010): “Característiques generals del bilingüisme inter-modal (llengua de signes / llengua oral)”. En Martí i Castells, J. y Mestres i Serra, J. (eds.): Les llengües de signes com a llengües minoritàries: perspectivas lingüístiques, socials i polítiques (Actes del seminari del CUIMPB-CEI 2008), pp. 175-188. Barcelona: Institut d’Estudis Catalans.
Morales López, E. (2008): “Sign bilingualism in Spanish deaf education”. En Plaza Pust, C. y Morales López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, pp. 223-276. Amsterdam: John Benjamins.
Morford, J. P. y Kegl, J. A. (2000): “Gestural precursors to linguistic constructs: How input shapes the form of language”. En McNeill, D. (ed.): Language and Gesture, pp. 358-399. Cambridge: Cambridge University Press.
Mugnier, S. (2006): “Le bilinguisme des enfants sourds: De quelques freins aux posibles moteurs”. Glottopol, 7: 144-159.
Musselman, C. (2000): “How do children who can’t hear learn to read an alphabetic script? A review of the literature on reading and deafness”. Journal of Deaf Studies and Deaf Education, 5 (1): 9-31.
Nover, S. M., Andrews, J. F. y Everhart, V. S. (2001): USDLC Star Schools Project: Critical pedagogy in Deaf Education: Teachers’ Reflection on Implementing ASL/English Bilingual Methodology and Language Assessment for Deaf Learners, Report 4, New Mexico: New Mexico School for the Deaf.
Ormel, E. y Giezen, M. (2014): “Bimodal bilingual cross-language interaction”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 74-101. Oxford: Oxford University Press.
Quer, J. (2012): “Legal pathways to the recognition of sign languages: A comparison of the Catalan and Spanish Sign Language acts”. Sign Language Studies, 2 (4): 565-582.
Padden, C. y Ramsey, C.(2000): “American Sign Language and reading ability in Deaf children”. En Chamberlain, C., Morford, J. y Mayberry, R. I. (eds.): Language Acquisition by Eye, pp. 165-189. Mahwah: Erlbaum.
Pallier, C. (2007): “Critical periods in language acquisition and language attrition”. En Köpke, B., Schmidt, M. S., Keijzer, M. y Dostert, S. (eds.): Language attrition: Theoretical perspectives, pp. 155-168. Amsterdam: John Benjamins, Amsterdam.
Pérez Martín, M., Valmaseda Balanzategui, M. y Morgan, G. (2014): “Sign bilingual co-enrollement education for children with cochlear implants in Madrid, Spain”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 368-395. Oxford: Oxford University Press.
Plaza Pust, C. (2016): Sign Bilingualism in Education: Challenges and Perspectives along the Research, Policy, Practice Axis, Lancaster: Ishara Press.
Plaza Pust, C. (2008): “Why variation matters: On language contact in the development of L2 written German”. En Plaza Pust, C. y Morales López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, pp. 73-135. Amsterdam: John Benjamins.
Plaza Pust, C. y Morales López, E. (Eds.) (2008): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, Amsterdam: John Benjamins.
Plaza Pust, C. y Morales López, E. (2008): “Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations”. En Plaza Pust, C. y Morales López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, pp. 333-379. Amsterdam: John Benjamins.
Pribanić, L. (2006): “Sign language and Deaf education”. Sign Language and Linguistics, 9 (1-2): 233-254.
Quer, J. y de Quadros, R. M. (Eds.) (2012): “Language Planning and Policies for Sign Languages”. Special Issue of Sign Languages Studies, 12 (4).
Reagan, T. (2010): Language Policy and Planning for Sign Languages, Washington, DC: Gallaudet University Press.
Rodríguez Ortiz, I.R. (2005): “Condiciones para la educación bilingüe de las personas sordas”. Revista de Logopedia, Foniatría y Audiología, 25 (1): 28-37.
Sánchez Amat, J. (2015): Llengua de signes i llengua escrita en la modalitat educativa bilingüe i en la intervenció amb l’infant sord, Tesis doctoral, Universitat Autònoma de Barcelona.
Sheridan, M. A. (2000): “Images of self and others: stories from the children”. En Spencer, P. E., Erting, C. J. y Marschark, M. (eds.): The Deaf Child in the Family and at School: Essays in Honor of Kathryn P. Meadow-Orlans, pp. 5-19. Mahwah, NJ: Erlbaum.
Slabakova, R. (2016): Second Language Acquisition, Oxford: Oxford University Press.
Solano i Reyes, R. y Vinardell i Maristany, M. (2017): “La tarea metalingüística L1/L2 en Logopedia / UALL”. BilinSig Newsletter 4, (13).
Swanwick, R., Hendar, O., Dammeyer, J., Kristoffersen, A. y Salter, J. (2014): “Shifting contexts and practices in sign bilingual education in Northern Europe”. En Marschark, M., Tang, G. y Knoors, H. (eds.): Bilingualism and Bilingual Deaf Education, pp. 292-310. Oxford: Oxford University Press.
Trovato, S. (2013): “A stronger reason for the right to sign languages”. Sign Languages, 13 (3): 401-422.
UNESCO (2017): Guía para asegurar la inclusión y la equidad en la educación, París: UNESCO.
Vygotsky, L. (1934): Pensamiento y lenguaje, Buenos Aires: La Pleyade.