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"Multilingual Situation in Language Acquisition of Deaf and Hard of Hearing Children"

UENO Seigo

last update: 20151224


Multilingual Situation in Language Acquisition of Deaf and Hard of Hearing Children

UENO Seigo
Abstract:
The first purpose of this paper is reporting on the multilingual education of deaf and hard of hearing children. They acquire and learn several languages: Japanese vocal language, Japanese writing language and sign language (simultaneous communication and Japanese sign language). Up to this time, mainstream education for language acquisition by deaf and hard of hearing children has emphasized the vocal, language-centered method. We could see clear results from this method, but, we also became aware of many risks related to it. So, in recent years, the value of sign language has been reaffirmed by teachers at deaf schools. The other hand, due to the notable influence of cochlear implants, vocal language education has come to be highly estimated again. Each method has its reasons and rights. What then should we think? The most important matter for deaf and hard of hearing children is the benefit of acquired language in daily life. In other words, we have to judge the issue from the perspective of "linguistic capital".

The second purpose of this paper is conducting a comparative analysis of each language from this view. This paper discusses the benefits and risks of each language in the daily life of children.


Key words: multi-lingual, Japanese writing language, sign language, cochlear implants, linguistic capital
REV: 20151224
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