One of the biggest issues with a multitude of implications for language-in-education policy and planning concerns the roles of bilingual, minoritized children’s native language in their education and development. Asset or strength-based approaches underscore the importance of bilingual approaches for those children. Yet, the literature has been focused largely on hearing bilinguals; deaf and hard of hearing children (hereafter, deaf children) have been marginalized in the broad discourse on bilingualism, inclusion, and equitable education. I will begin this talk by providing a critical review of the debate driven by sign language in deaf children’s spoken/written language development. I will then report on the results of our recent systematic review and meta-analysis on the cross-linguistic correlations between sign language and spoken/written language competences in signing deaf students. This talk concludes by discussing how educational policy and planning for deaf children should have sign bilingualism as a goal; and how curriculum and instruction in deaf education should entail opportunities for children to actively use sign language. It follows that in a grain-sized approach, sign language skills could and should be instructional goals to promote cross-linguistic transfer facilitation in deaf children's spoken/written language development.
获取更多与本讲座相关的详细信息，敬请关注中国外语战略研究中心公众号“语言与未来”（ID: SISU_CCLPPS）的微信推送。
张东波（澳门大学）
Dongbo Zhang holds a PhD in Second Language Acquisition and is Professor of Language and Literacy Education at the University of Macau. Prior to the current appointment, he was Professor of Language Education and Director of the Center for Research in Language and Literacy at the University of Exeter, the United Kingdom. Previously he also held academic appointments in the United States, Singapore, and China. Professor Zhang’s research focuses on bilingual children’s reading development, language assessment, and language teacher education. His publications have appeared in a number of high-impact journals on applied linguistics, literacy, and psychology, such as Applied Linguistics, Language Learning, Reading Research Quarterly, and Journal of Educational Psychology. He co-edited, among other books, Crossing Boundaries in Researching, Understanding, and Improving Language Education (Springer); and has served on the editorial board of many journals. He is a Co-Editor-in-Chief of Language and Education (Q1; Taylor & Francis).
新闻报道
