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date: 17 October 2019

Abstract and Keywords

The global shift toward inclusive education for deaf and hard-of-hearing (DHH) learners in recent years aims to address their needs to access a full curriculum and learn with their hearing age peers in a regular school environment. However positive these objectives are, individual DHH students educated in such an environment continue to face difficulty in various degrees. In this chapter, we discuss an alternative approach that combines the concepts of sign bilingualism and co-enrollment in educating both DHH and hearing students in a regular school environment, as well as outcomes of a recent inclusive deaf education program implemented in Hong Kong that bears such characteristics. We focus on the DHH students’ bimodal bilingual development in HKSL, oral Cantonese and written Chinese that is based on Mandarin grammar, in terms of group data and case studies. Patterns of language use in such a co-enrollment setting are also reported. Taken together, the results suggest that “dual-immersion” bilingual education in co-enrollment settings creates ample opportunities for social interactions between the DHH and hearing members of the school community, thereby creating a linguistically rich environment to support DHH students’ language development and education.

Keywords: deaf, sign language, sign bilingualism, co-enrollment, bimodal bilingual development, deaf teacher

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