ASL should be the first
language of deaf students, and
English should be taught as a
second language through the
use of ASL.
The end goal is that students are
fluent in both ASL and English
(reading and writing) and can
easily communicate with both
Deaf and hearing people.
“ ‘there are large and growing numbers of children of limited
English proficiency; that many such children have a cultural
heritage which differs from that of English proficient persons; and
the Federal Government has an…obligation to assist in providing
equal educational opportunity to limited English proficient children.’
l
The law goes on to say that ‘A primary
means by which a child
learns is through the use of the child’s native language and cultural
heritage.’ ”
From: A Journey into the Deaf-World
•MSD educates students from preschool through
high school graduation
•Student to teacher ratio 3:1
•Number of students- 72
l
•ASL is used for teaching and
communicating
•English is used for reading and writing
MSD differed from other TC or Oral
settings because of the atmosphere.
Everyone in the school from the
secretaries to the teachers used
ASL to communicate.
-Deaf Teachers
-Technology
l
Many of the middle and high school
students admitted to not wanting to
use English or not wanting to read.
-Preference for ASL only
-Students live away from their
families for the majority of the week
Currently only about 3% of the deaf education programs use the
bilingual/bicultural approach.
Out of all the day and residential schools, only 19 schools in the
United States identified themselves as BiBi.
l
• Students learn directly from the teacher, there is no need for interpreters.
•Students are less likely to miss information in the BiBi setting opposed to
TC, mainstreamed, and oral programs (ex: poor interpreting,
miscommunication, etc.)
• Students are never pulled out from the classroom.
• There are many positive Deaf role models.
• Students learn about and participate in Deaf Culture.
•ASL is used in its true form, ASL and English are used as two separate
languages.
•Deaf children receive a language that is highly accessible to them.
•Using ASL as a first language can cause a dislike for English.
•Students are not interacting with their hearing peers, it does not prepare
them for how the real world is organized.
A
•Most students entering school are not proficient in ASL, therefore a lot of
early instruction is spent on language development opposed to academic
development.
•There are not many BiBi programs available.
• BiBi programs do not focus on auditory and speech development.
•Students with residual hearing are not receiving any auditory training.
-Profoundly deaf students
-Students that use ASL as their first language
-Students who have culturally Deaf parents
-Hard of Hearing Students
-Students who use English as their first language
-Student who have hearing parents
GRI-Gallaudet Research Institute
l
This site provides research on topics concerning Deaf people and
those living, working with, or educating Deaf people.
JDSDE- Journal of Deaf Studies and Deaf Education
This source is a collection of articles about many different topics
related to deaf education.
References
Lane, H., Hoffmeister, R., & Bahan B. (1996). A journey into the deaf-world.
San Diego: Dawn Sign Press.
LaSasso, C., & Lollis J. (2003). Survey of residential and day schools for deaf
students in the United States that identify themselves as bilingualbicultural programs. Journal of Deaf Studies and Deaf Education, 8(1),
79-91.
Speights, A. (1996). Bilingual-bicultural education for deaf students: why and
why not. Retrieved April 16, 2009, from http://www.geocities.com/
Athens/Delphi/6190/bibi.html
U.S. University Directory. (2009). Michigan School for the Deaf in Flint, MI.
Retrieved April 19, 2009, from http://www.stateuniversity.com/
elmsed/MI/Michigan-School-For-The-Deaf-Flint.html