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Bilingual Approach in the Education of Deaf and Hard of Hearing Children

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Bilingual Approach in the Education of Deaf and Hard of Hearing Children REVIEW PAPER 159.946.3-056.263-053.4/.5 81'246.2-056.263-053.4/.5 DOI:10.5937/ZRFFP49-23596 TAMARA R. KOVAČEVIĆ1 LJUBICA S. ISAKOVIĆ2 UNIVERSITY OF BELGRADE FACULTY OF SPECIAL EDUCATION AND REHABILITATION RADOMIR B. ARSIĆ3 UNIVERSITY OF PRIŠTINA IN KOSOVSKA MITROVICA FACULTY OF TEACHER EDUCATION IN PRIZREN – LEPOSAVIĆ BILINGUAL APPROACH IN THE EDUCATION OF DEAF AND HARD OF HEARING CHILDREN ABSTRACT. The bilingualism of deaf and hard of hearing children implies the knowledge and regular use of sign language, which is used by the community of deaf people, and of spoken language, which is used by the hearing majority. At preschool and school age, it is necessary to allow children to continue adopt- ing the language that they started in the family (either sign language or spo- ken language). Children will adopt both language modalities best through interactions with other fluent speakers. Results of numerous studies indicate that the best approach in the process of development of speech and lan- guage and the education of the deaf and hard of hearing children is the bilin- gual approach. The aim of this approach is to develop communication skills in children, to provide a higher level of education for them, and to include them in the life of the community. It is necessary to improve the existing ed- ucation system in the direction of developing a kind of a model that will re- 1 [email protected] 2 [email protected] 3 [email protected] The paper is from the Project of the Ministry of Education, Science and Technological Development of the Republic of Serbia entitled Тhe Effect of Cochlear Implantation on the Education of Deaf and Hard of Hearing Persons, No. 179055. This paper was submitted on October 15th, 2019 and accepted for publication at the meeting of the Editorial Board held on December 3rd, 2019. 107 ЗБОРНИК РАДОВА ФИЛОЗОФСКОГ ФАКУЛТЕТА XLIX (4) spond to their specificities and limitations caused by their primary impair- ment. KEYWORDS: bilingual approach; education; deaf and hard of hearing children. INTRODUCTION For many years, in the world and in our country, there have been de- bates on how and in which way it is best to approach the education of deaf and hard of hearing children, as well as which approach and model of education will be most successful and contribute most to ad- equate achievements and acquisition of knowledge. The population of deaf and hard of hearing children is very heterogeneous and, be- cause of this, the existence of different approaches is needed in edu- cation in order to meet their communication and educational needs successfully. Hearing and speech impairment leads to certain specifi- cities and difficulties in the development of these children, which re- quire adequate methods and approaches in the process of rehabilita- tion and education, and great support and encouragement from the family, the preschool institution, the school, and the environment. A large number of authors point to the importance of the use of sign language as well as the need for the parallel use of both oral and sign methods in the form of bilingualism (Swanwick, 2016). Results of nu- merous studies indicate that the best approach in education, for most deaf children, is bilingualism, or bilingual approach (Gregory, 2004; Mahshie, 2007; Marschark & Spencer, 2010; Wilbur, 2000). Bilingual- ism is knowledge and regular use of sign language and speech in deaf and hard of hearing children. Authors who studied the early use of the sign language and its influence on the adoption of language, find that the deaf children who communicated in sign language with their par- ents early and who had bilingual education achieved better results in language skills at the end of their schooling (Hoffmeister, 2000; Kome- saroff, 2001; Kovačević, 2013). BILINGUALISM OF DEAF AND HARD OF HEARING CHILDREN Bilingualism refers to the phenomenon of knowledge and regular use of two languages. Many studies speak of the positive impact of bilin- gualism or the adoption of a non-native language on the development of various forms of meta-language ability. This leads to the conclusion 108 TAMARA R. KOVAČEVIĆ, LJUBICA S. ISAKOVIĆ, RADOMIR B. ARSIĆ BILINGUAL APPROACH IN THE EDUCATION OF DEAF AND HARD OF HEARING CHILDREN that the adoption of language is not only a process of acquiring com- munication skills, but also a formative factor that influences the over- all psychological development of a child (Titone, 1994). Research in the field of bilingualism and cognitive functioning has shown that early bilingualism and constant, everyday use of two or more lan- guages lead to earlier maturation of certain cognitive processes in children (Bialystok, 2001, p. 6). Bilingualism of the type "sign lan- guage – spoken language" is the only way for a deaf child to meet their needs, i.e. to communicate with their parents from an early age, to de- velop their cognitive abilities, to get to know the world, to communi- cate fully with the environment, and to acculture themselves to the world of those who hear and the world of the deaf (Grosjean, 2001). Sign and spoken languages include various perceptive and productive systems. While spoken languages include mechanisms of auditory processing and speech production, sign languages are perceived vis- ually and their articulation includes systematic use of parts of the body and space. Sign languages have evolved in a biological medium different from that of spoken languages. But, in spite of evident differ- ences in modality, they are structured as spoken languages at the phonological level, morphological level, and syntactic level (So, Cop- pola, Licciardello, & Goldin-Meadow, 2005). Sign language is the lan- guage that the deaf children adopt and learn spontaneously, just like the hearing children adopt the spoken language of their environ- ment. Deaf children who have, since the earliest age, been exposed exclusively to sign language, go through the same basic stages of lan- guage acquisition as hearing children who learn to speak in their en- vironment (Kovačević, 2012; Kovačević, Isaković & Dimić, 2016). When a deaf or hard of hearing child develops a good linguistic foun- dation through the natural adoption of the first sign language, that linguistic competence can be used as a support for learning of anoth- er, hardly accessible, spoken language. This does not mean that all deaf and hard of hearing children can develop full and functional speech abilities. In order to become bilingual, every deaf child has to be purposefully exposed to the influence of both languages. For many hearing children, this occurs naturally when it is possible to tell the difference between the language spoken in the family and the lan- guage of the social environment. The strategy of being exposed to the influence of two languages, for most bilingual children, aims at pro- viding the children with full access to at least one language, through: determining the individuals that will use both languages in front of the child; determining the time in which each language will be used; TAMARA R. KOVAČEVIĆ, LJUBICA S. ISAKOVIĆ, RADOMIR B. ARSIĆ 109 ЗБОРНИК РАДОВА ФИЛОЗОФСКОГ ФАКУЛТЕТА XLIX (4) using one language at home and the other outside it or using both lan- guages at the same time, shifting from one to another (Graney, 2002; according to Soleša-Grijak, 2010). When teaching deaf children sign language and spoken language, the most important thing is to provide an environment and situations that are stimulating enough to motivate a child to communicate using both languages. One of the basic assumptions of the bilingual devel- opment of deaf children is that it is necessary to provide them with opportunities to communicate interactively with both peers and adults, both with hearing and deaf people, both in sign language and in spoken language. It should be borne in mind that the language has its own spoken, written, and sign expression, and these expressions should be used both together and individually (Ardito, Caselli, Vec- chieti & Volterra, 2008). The bilingualism of the hearing persons is different from the bilingualism of the deaf. Bilingual hearing children learn two languages, just like the deaf children do. The difference is that the second language (L2) is learned in auditory manner, in the same modality as the first language (L1) (Knight & Swanwick, 2002). Deaf children learn two languages, in two modalities, which is much more complex. When hearing children are learning a second language (L2), it is completely accessible to them and it is not limited by any physical factors. Deaf children cannot hear their second lan- guage (L2) completely. There are also differences in the way of adopt- ing the first language (L1). Most of the hearing children from lan- guage minorities learn their first language at home, from their par- ents, and they begin adopting a second language (L2) at school. For the deaf children of deaf parents, this path is similar, i.e. they adopt sign language naturally at home and they learn a second language (L2) formally at educational institutions, although they often adopt both languages at the same time. For the deaf children of hearing par- ents, this experience is most often different. In most cases, the hear- ing parents yet need to learn the child's L1 (sign language), so parents and the child adopt / learn sign language at the same time. The deaf children of deaf parents are, in everyday situations, surrounded by their (L1) in the family, as opposed to the situation of the deaf chil- dren of hearing parents. In the deaf children of hearing parents, the educational institution is responsible for the affirmation of sign lan- guage, the culture and identity of the deaf, and it is important for con- necting the family with the community of the deaf.
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