THE STUDY: SIGN LANGUAGE, SIGN BILINGUALISM, AND DEAF EDUCATION IN SPAIN THEORETICAL BACKGROUND: SIGN LINGUISTICS, DEAF EDUCATION AND LANGUAGE PLANNING AIMS OF THE STUDY SIGN BILINGUAL EDUCATION: THE CONTRIBUTION OF LINGUISTICS SIGN BILINGUALISM * THE IMPLEMENTATION AND ASSESSMENT OF SIGN BILINGUAL EDUCATION SIGN BILINGUAL EDUCATION NEEDS TO BE BASED ON A CLEAR UNDERSTANDING OF SIGN BILINGUALISM. IN SPAIN * THE CONTRIBUTION OF LINGUISTICS AND ITS SUB-DISCIPLINES IS ESSENTIAL SIGN LANGUAGE TO THE SUCCESS OF SIGN BILINGUAL EDUCATION PROGRAMMES: PLANNING IMPLEMENTATION OUTCOME FUTURE * THEORETICAL LINGUISTICS: INFORMS ABOUT GRAMMATICAL PROPERTIES OF SIGN LANGUAGE TO DATE THERE IS NO SYSTEMATIC STUDY OF SIGN BILINGUALISM IN SPAIN. THE RECENT * SOCIOLINGUISTICS: IDENTIFIES THE FACTORS THAT DETERMINE IMPLEMENTATION OF SIGN BILINGUAL EDUCATION PROGRAMMES OPENS A NEW PERSPECTIVE IN THE BILINGUAL EDUCATION BILINGUALISM IN THE DEAF COMMUNITIES PATH TOWARDS BILINGUALISM IN THE DEAF COMMUNITY. IN ORDER TO ASSESS THE RESULTS OF THIS * DEVELOPMENTAL LINGUISTICS: PROVIDES CRUCIAL INSIGHTS INTO THE SIGN ORAL/ NEW OPTION IN DEAF EDUCATION A SYSTEMATIC INVESTIGATION IS NEEDED. SIGN LINGUISTICS LEARNING TASKS AND MAJOR MILESTONES IN BILINGUAL DEVELOPMENT LANGUAGE WRITTEN OUR STUDY CONCERNS THE DIFFERENT DIMENSIONS THAT ARE RELEVANT FOR A COMPREHENSIVE LANGUAGE (INCLUDING CONTACT PHENOMENA) PEDAGOGY UNDERSTANDING OF SIGN BILINGUALISM FROM A LINGUISTIC PERSPECTIVE: SIGN LANGUAGE GRAMMAR, SOCIOLINGUISTICS OF THE DEAF COMMUNITY AND THE ACQUISITION OF THE ORAL WRITTEN DEVELOPMENTAL SIGN BILINGUAL SIGN LANGUAGE RESEARCH AND LANGUAGE PLANNING LANGUAGE AS A SECOND LANGUAGE. LINGUISTICS DEVELOPMENT * SOCIAL AND POLITICAL DIMENSIONS OF SIGN LANGUAGE RESEARCH MUST BE OBJECTIVES BROUGHT TO THE PUBLIC'S ATTENTION (ISLA STATEMENT, HAMBURG 1989) SIGN BILINGUALISM IN * TO IDENTIFY THE SOCIOLINGUISTIC CIRCUMSTANCES LEADING TO THE IMPLEMENTATION OF SIGN SOCIOLINGUISTICS * PEDAGOGY NEEDS TO BE INFORMED BY LINGUISTICS ABOUT ISSUES DEAF COMMUNITIES BILINGUAL EDUCATION PROGRAMMES IN SPAIN CONCERNING ACQUISITION AND USE OF SIGN LANGUAGE (L1) AND ORAL WRITTEN * TO EXAMINE THE PEDAGOGICAL AND DIDACTIC CONCEPTIONS ADOPTED. LANGUAGE (L2) * TO EVALUATE THE OUTCOME OF RUNNING BILINGUAL EDUCATION PROGRAMMES * THE EDUCATIONAL SPHERE IS OFTEN THE TARGET OF LANGUAGE PLANNERS AND * TO DETERMINE THE MEASURES THAT NEED TO BE TAKEN FOR FUTURE IMPROVEMENT OF THE POLICY MAKERS BUT PERHAPS NOWHERE MORE SO THAN IN THE CASE OF SIGN AVAILABLE PROGRAMMES LANGUAGES (REAGAN 2001). * EFFORTS AT SIGN LANGUAGE PLANNING MUST INCLUDE ONGOING EVALUATION OF SIGN LANGUAGE POLICIES (GOALS AND OUTCOMES). DATA DEAF COMMUNITY Piruetas School El Sol School * NATIONAL CENSUS Instituto Hispanoamericano de la Palabra * LANGUAGE ATTITUDES (Deaf School) * LANGUAGE USE Ponce de León (Special Education ) MADRID BARCELONA *SIGN LANGUAGE Fourestier (Junior School) SIGN LANGUAGE Tres Pins (Junior School) Consell de Cent (Secondary School) * WORD ORDER BILINGUAL EDUCATION Josep Pla (Special Junior School) * VERB TYPOLOGY PROGRAMMES CRAS (Special Junior School) BILINGUAL DEVELOPMENT Sabadell (Secondary School) * ASPECT * INSTITUTIONAL FRAMEWORK * DISCOURSE COHERENCE * LANGUAGE OF INSTRUCTION * MORPHOSYNTAX * CURRICULUM * NARRATIVE DEVELOPMENT * DIDACTIC CONCEPTS * CROSS-LINGUISTIC INFLUENCE RESEARCHERS AT THE UNIVERSITIES OF A CORUÑA, BARCELONA, AND FRANKFURT COLLABORATE METHOD: VIDEO RECORDINGS OF NARRATIVE PRODUCTION, SIGN LANGUAGE CONVERSATIONS IN THIS PROJECT AND A CONFERENCE. NATIONAL CENSUS - 2001 - RESEARCHER: VICTÓRIA GRAS FERRER (UNIVERSITY OF BARCELONA) - SINCE 1999 - RESEARCHERS: ESPERANZA MORALES LÓPEZ, ROSA MARÍA BOLDÚ, JESÚS AMADOR METHOD: QUESTIONNAIRE SURVEY AND SEMI-STRUCTURED INTERVIEWS (VIDEO RECORDINGS) ALONSO, VICTÓRIA GRAS FERRER - METHOD: DICTIONARIES AND DIVERSE VIDEO RECORDINGS OF DEAF ASSOCIATION MEMBERS BILINGUAL EDUCATION PROGRAMMES - 2000-2004; RESEARCHERS: CAROLINA PLAZA PUST SOCIOLINGUISTICS OF THE DEAF COMMUNITY - SINCE 1999 (UNIVERSITY OF FRANKFURT) ESPERANZA MORALES LÓPEZ (UNIVERSITY OF A CORUÑA), RESEARCHERS: ESPERANZA MORALES LÓPEZ, ROSA MARÍA BOLDÚ, JESÚS AMADOR ALONSO, METHOD: QUESTIONNAIRE SURVEY AND SEMI-STRUCTURED INTERVIEWS VICTÓRIA GRAS FERRER - METHOD: INVERVIEWS OF DEAF INDIVIDUALS SIGN BILINGUAL DEVELOPMENT - since 2002, RESEARCHERS: CAROLINA PLAZA PUST (UNIVERSITY SIGN LANGUAGE GRAMMAR - SINCE 1998 - RESEARCHERS: ESPERANZA MORALES LÓPEZ, NANCY OF FRANKFURT) ESPERANZA MORALES LÓPEZ (UNIVERSITY OF A CORUÑA), METHOD: ELICITED BOBILLO GARCÍA, CRISTINA FREIRE RODRÍGUEZ (UNIVERSITY OF A CORUÑA), YOLANDA LÓPEZ NARRATIVES (FROG STORY) AND SPONTANEOUS DATA IN BOTH SIGN LANGUAGE AND ORAL PARDO, EDUARDO PUJADES BAÑA. JAVIER COLLADES MARTÍNEZ, BLANCA MALLO GARCÍA (DEAF WRITTEN LANGUAGE ASSOCIATION OF GALICIA) SIGN LANGUAGE AND DEAF EDUCATION IN SPAIN: SOCIOLINGUISTIC FACTORS STATUS OF SIGN LANGUAGE IN THE DEAF COMMUNITY EDUCATIONAL POLICIES AND SIGN LANGUAGE ATTITUDES TOWARDS SIGN LANGUAGE DEAF COMMUNITY AND MAINTENANCE AND SIGN LANGUAGE USE SIGN LANGUAGE PLANNING SEGREGATIONAL MAINSTREAM Do you consider yourself more of a SL user or an Sign Language communication Do you think Signed Language is a limited system of EDUCATION SCHOOLING OL user? communication? 16,5% 1,8% 1981 1987 1992 1996 1,2% 4,9% 47,0% SIGNS OF LOW PRESTIGE INTEGRATION INTO 12,2% HEARING COMMUNITY No 3,7% 18,8% CNSE - NATIONAL FIRST FIRST APANSCE 21,4% Yes DEAF ASSOCIATION INTERPRETER LINGUISTIC PARENT A little 74,5% SERVICE STUDY ASSOCIATION 66,4% 31,7% STRONG IDENTIFICATION ASSIMILATION Only signer With no difficulties / More signer than OL user Quite a lot but depending on the signer THREATENS SIGN More OL user than signer I find it hard to follow group conversations SIGN LANGUAGE LANGUAGE Only OL user Signer as much as OL user Better in one-to-one conversations MAINTENANCE MAINTENANCE SIGN LANGUAGE MATERIAL AND STANDARDISATION * 1980s: DICTIONARIES AND GLOSSARIES (PINEDO PEYDRÒ * PRIOR TO THE 1980s: * THE MAJORITY OF DEAF INDIVIDUALS USE SIGN LANGUAGE AS THE MAIN Do you read Spanish… 1981, 1988; FRIGOLA 1987 among others) DEAF EDUCATION IN BOARDING SCHOOLS / DEAF SCHOOLS MEDIUM OF COMMUNICATION IN THEIR EVERYDAY LIFE. CONTRIBUTED TO THE DEVELOPMENT AND MAINTENANCE OF SIGN 10,3% * 1990s: EUROPEAN HORIZON PROJECTS IN MADRID, VALENCIA, * POSITIVE ATTITUDES TOWARDS LSE PREDOMINATE IN THE DEAF COMMUNITY. 15,8% LANGUAGE AND DEAF CULTURE IN SPAIN GALICIA AND ANDALUCIA CONTRIBUTE TO THE * NO MAJOR DIFFICULTIES WERE REPORTED IN RELATION TO SIGN LANGUAGE * FROM THE 1980s TILL TODAY: 35,1% 38,8% PROLIFERATION OF MATERIAL (TARGET GROUP: COMMUNICATION. MAINSTREAM SCHOOLING AIMS AT INTEGRATION INTO HEARING INTERPRETER TRAINING) COMMUNITY. BY CONTRIBUTING TO THE ASSIMILATION INTO THE * IN CONTRAST, ONLY FEW DEAF INDIVIDUALS CONSIDER THAT THEY ARE FLUENT Fluently * 2002: ACTION PLAN FOR THE STANDARDISATION OF SIGN With difficulty DOMINANT HEARING GROUP INTEGRATION POLICIES THREATEN SIGN IN SPANISH WRITTEN LANGUAGE. MOST OF THEM FACE DIFFICULTIES IN READING. With a lot of difficulty LANGUAGE IN SPAIN ( CNSE INITIATIVE) Hardly LANGUAGE MAINTENANCE (NEW MEMBERS ARE NOT RECRUITED INTO DEAF COMMUNITY (MOORES 1990)). INCLUSION OF SIGN LANGUAGE IN DEAF EDUCATION LINGUISTIC RIGHTS AND SIGN BILINGUALISM THE IDEOLOGICAL DEBATE UNESCO 1956: “…we do not see this as being the most effective way of guaranteeing "... the need for the specific recognition of deaf people’s right to see what we consider to be a primary objective: breaking down the UNIVERSAL DECLARATION OF their sign language acknowledged by law…Why is it that over the EUROPEAN PARLIAMENT 1988, communication barriers that currently exist and that prevent the social years the State has failed to progress in this direction at the same rate LINGUISTIC RIGHTS 1996 RESOLUTIONS integration of the deaf… ... The PP Parliamentary Group… cannot as other societies have? Undoubtedly because we are all aware of accept this motion…as it fails to make a serious contribution to the the considerable practical difficulties involved in setting up an initiative SIGN LANGUAGE IS DEAF elimination of communication barriers…The world of the deaf, of the of this nature, one that will require the various administrations to put FROM ASSIMILATION TO PLURALISATION PEOPLE'S MOTHER TONGUE hard of hearing, ...have failed to adopt a united front regarding the aside their inertia and tackle the difficulties involved in its recognition of sign language… If we accept the right of the deaf to use implementation. And in this matter, nobody, no political group has LINGUISTIC PLURALISM IS A sign language, then instead of facilitating their entry onto the labour sufficient moral authority to consider this initiative as their own, as we NEED AND A RIGHT market, what we may actually be doing is making it even more difficult, have all shown a lack of sensitivity in providing a solution to this by making it more expensive to employ them. .." problem…” (de Luis Rodríguez (PP), 26.11.2002) (Campuzano i Cadanès, CiU, 26.11.2002). ADMINISTRATION REGULATIONS IN SPAIN 1993: CNSE AND EDUCATION COUNCIL SIGN AGREEMENT ON THE INCLUSION OF DEAF CONSULTANTS IN PRIMARY EDUCATION / Partido Popular (2002) Convergència i Unió (2002) INCLUSION OF LSE INTERPRETERS IN SECONDARY EDUCATION) 2002: DEBATE ON THE PROPOSAL ABOUT THE 1999: EDUCATION COUNCIL AND MINISTRY OF WORK AND SOCIAL AFFAIRS RECOGNITION OF SIGN LANGUAGE PUBLISH FAVOURABLE REPORT ABOUT SIGN LANGUAGE AND ITS GRADUAL * THE 2002 PARLIAMENTARY DEBATE ILLUSTRATES THE TWO