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Bilingual–Bicultural or Bi-Bi deaf education programs use sign language as the native, or first, language of Deaf children. In the United States, for example, Bi-Bi proponents state that American Sign Language (ASL) should be the natural first language for deaf children in the United States, although the majority of deaf and hard of hearing being born to hearing parents.
That is where an educational philosophy known as the Bilingual-bicultural (Bi-Bi) method can benefit deaf students. This approach began to emerge in schools during the late 1980s in the United States, Denmark, and Sweden.
In a maintenance bilingual education program, the goal is for students to continue to learn about and in both languages for the majority of their education. [5] Students in a maintenance bilingual education program should graduate being able to have a discussion about any content area in either language. [ 6 ]
[13] [14] Bilingual-bicultural programs consider spoken or written language and sign language equal languages, helping children develop age-appropriate fluency in both. [14] The bilingual-bicultural philosophy states that since deaf children learn visually, rather than by ear, [13] education should be conducted in a visual language.
On April 8, 2015, The Learning Center for the Deaf announced that beginning September 1, 2015, the PreK-12th grade program would be named the Marie Philip School. An icon within the Deaf community, Marie Jean Philip was a pioneer in the bilingual-bicultural movement, and a legendary advocate for the education of Deaf children around the world.
The Puno bilingual education project (1979-1990) was one of the most important contributions of the German Technical Cooperation Agency to the development of indigenous intercultural bilingual education in Peru and PROEIB Andes (Programa de Formnación en Educación Intercultural Bilingüe para los Países Andinos), that started in 1996 is the ...
The bilingual-bicultural approach holds the belief that deaf children are visual learners as opposed to auditory learners, [39] and therefore, academic content should be fully accessible to all deaf students (i.e. not contingent on spoken receptive/expressive skills, which may vary across students), so academic content is delivered in ASL and ...
Established in 1982, full Māori-language immersion education strictly forbids the use of English in classroom instruction even though English is typically the students' L1. That has created challenges for educators because of the lack of tools and underdeveloped bilingual teaching strategy for Māori. [10]