Great Expectations: Perspectives on Cochlear Implantation of Deaf Children in Norway

Simonsen, Eva; Kristoffersen, Ann-Elise; Hyde, Mervyn Bruce; Hjulstad, Oddvar

doi:10.1353/aad.0.0103

Cited by 17 publications

(8 citation statements)

References 17 publications

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“…But for the deaf children, these events were restricted in the sense that they did not offer them much-needed opportunities for extending their vocabulary, concepts and knowledge about the world. The interaction or dialogue was mainly confined to teacher–child communication, seldom allowing for peer interaction, a common feature in interaction across language modalities (Keating and Mirus, 2003; Kermit et al., 2010; Simonsen et al., 2009b).…”

Section: Discussionmentioning

confidence: 99%

“…Language, social participation and literacy are closely related (Barton, 2007;Gee, 2012;Pahl and Rowsell, 2005). Social participation by deaf children in mainstream settings has been the object of study for research projects in both preschools and primary schools in Norway (Hjulstad et al, 2002;Kermit et al, 2010;Simonsen et al, 2009aSimonsen et al, , 2009b. The findings indicate that teachers found it difficult to create settings that made provision for interaction and participation on equal terms between hearing and deaf children, including children with cochlear implants.…”

Section: Introductionmentioning

confidence: 99%

“…In Norway, deaf children have the right to bilingual education based not on audiological criteria but on the assessment of communicative and educational needs (Hyde et al., 2005–6; Simonsen et al., 2009b). The co-enrolment preschool, from which our data were collected, offered a programme in a bimodal bilingual educational setting in which Norwegian sign language and spoken/written Norwegian were in use.…”

Section: Introductionmentioning

confidence: 99%

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Teacher-assigned literacy events in a bimodal, bilingual preschool with deaf and hearing children

Kristoffersen

Simonsen²

2012

Journal of Early Childhood Literacy

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This article reports on a study of literacy practices in a Norwegian preschool where deaf and hearing children are enrolled in the same group and where communication is based on both sign language and spoken language. The aim of the study was to explore pathways to literacy for young deaf children within this setting. Our implicit assumption is that deaf children access literacy in much the same way as hearing children do. In the study we ask what kind of literacy events occur in the preschool and we examine how these events might allow for participation by the young deaf children on equal terms with their hearing peers. The study is conducted within a sociocultural framework. From this perspective, literacy is perceived as a social practice in everyday activities. Within the range of social activities in the preschool, some significant literacy events were analysed with regard to their nature and impact on literacy learning for deaf children. Data are based on video recordings, field notes and interviews with teachers. The results demonstrate that a number of events vital to literacy learning represent great educational challenges in inclusive settings with both hearing and deaf children.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teacher-assigned literacy events in a bimodal, bilingual preschool with deaf and hearing children

Kristoffersen

Simonsen²

2012

Journal of Early Childhood Literacy

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“…Researchers in Norway are employing techniques of video‐based microethnographic classroom research to analyze the lives of children and teachers in deaf kindergartens (Simonsen et al. ). There has been little written in Japanese on early childhood deaf education in Japan, and in English the only ethnographic study on Japanese deafness is Karen Nakumura's 2006 Deaf in Japan , which combines ethnobiography and fieldwork in deaf organizations to present the history and contemporary political struggles of deaf people in Japan.…”

Section: The Problem Of Deaf Educationmentioning

confidence: 99%

Contesting Visions at aJapanese School for the Deaf

Hayashi

Tobin²

2015

Anthropology & Edu Quarterly

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This paper tells the story of the struggle to introduce a Japanese sign language program in a school for the deaf in Japan that until recently had followed the government's approach that emphasizes oral communication. Our method and conceptual framework is ethnographic, as we emphasize the cultural beliefs that underlie the three competing positions on deaf education that are in competition at Sapporo School for the Deaf. [Japan, Japanese Sign Language, language and cultural revitalization, minority group] IntroductionIn this paper we tell the story of a struggle over pedagogical approaches in the preschool program of Sapporo School for the Deaf (SSD). 1 However, this is not a study of a single school. Instead, we use the case of the signing preschool program at Sapporo to explicate contemporary battle over deaf education being waged in Japan. In Japan, as elsewhere, schools for the deaf are sites where educators and parents, hearing and deaf, attempt to define and control not just pedagogy but also the meaning of d/Deafness, dis/ability, difference, and identity. A word on terminology: in Deaf studies, little "d" deaf denotes a physical construction of deafness, while big "D" Deaf signals identification with Deaf culture, community, and signing (Christiansen and Leigh 2002). We follow this distinction in this paper, using "Deaf" when our informants are referring to cultural Deafness (that is to an identity and way of being), and "deaf" when they are referring to an anatomical reality (that is, to people who are not able to hear).Of the 110 public deaf schools in Japan, Sapporo is the only one that has a signing program. The other 109 Japanese public schools for the deaf employ the approach endorsed by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) of "total communication," a mixture of cued speech, finger spelling, lip reading, and signed spoken Japanese (signing in a way that follows spoken Japanese rather than Japanese Sign Language [JSL] grammar and syntax). The JSL program at SSD is a school within the school: in 2007, two teachers, Tanaka-sensei and Iwakura-sensei, began to use JSL in their classrooms. Over the years since, Tanaka and Iwakura have been teaching in JSL while the rest of the staff at Sapporo has followed a mostly oral approach in their classrooms. This has produced a division of the teachers, administrators, parents, and students into opposing camps.In this paper we suggest that the tensions we uncovered at SSD can be usefully analyzed as a clash of three positions. Because each of these positions makes a cultural argument for its legitimacy, each can be usefully studied from an ethnographic perspective. Rather than assume that one of these positions is correct and the others are wrong headed, we seek to understand each of the contesting positions on its own terms and to present each of our informants as we believe they see themselves and would like to be seen by others.

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“…Sign/bilingual approach, which posits that all language share core proficiencies and that skills developed in a first language will transfer to skills in second language, is predicated, at least, in part on Cummins's (1989) linguistic interdependence theory. Sign/bilingual program provides rich language environments, in the expectation that the children's language skills will develop through natural interactions with fluent signers, and spoken language will become their second language (Simonsen, Kristoffersen, Hyde, & Hjulstadt, 2009;Preisler, 2007;Spencer & Marschark;.…”

mentioning

confidence: 99%

A Case Study of Language Development of Preschool Age Child With Cochlear Implant in Sign/Bilingual Program

Huang¹

2016

UCER-B

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Whether the preschool age child with cochlear implant should use sign has always been a controversial issue, especially for those hearing parents with deaf children. The purpose of this study was to explore the development of spoken and sign language in children with cochlear implants in sign/bilingual program, and to understand the effect of sign language in their spoken language development. A case study of a sign/bilingual child with a cochlear implant is presented. Data collection in the research included interviews with mother and teachers, class observations, and Joe's language performances in reading class. To realize Joe's whole skill, we collected more data from standardized tests, words expression, reading comprehension test, and retelling story. The research duration was eighteen months. Research findings also reveal that sign language promoted the Joe's spoken language development, but two language abilities did not occur in parallel. It is most important for them to learn a natural and complete language in sign/bilingual program during the early years of life.

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Great Expectations: Perspectives on Cochlear Implantation of Deaf Children in Norway

Cited by 17 publications

References 17 publications

Teacher-assigned literacy events in a bimodal, bilingual preschool with deaf and hearing children

Teacher-assigned literacy events in a bimodal, bilingual preschool with deaf and hearing children

Contesting Visions at aJapanese School for the Deaf

A Case Study of Language Development of Preschool Age Child With Cochlear Implant in Sign/Bilingual Program

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