Deaf Bilingual Pedagogy in the United States, France, and Japan: Views From American Early Childhood Teachers of the Deaf

• In Event: Roundtable Session 21
  In Roundtable Session: International Initiatives in Bilingual Education: Comparative Studies and the International Baccalaureate

Abstract

This study examines approaches to enculturating young Deaf children into Deaf culture in kindergartens in three countries: the United States, France, and Japan. Each school, between and across each country, has its own educational pedagogy, curriculum design, and goals and purpose of early childhood education. Each country also has its own sign language, and Deaf culture. The objective particular proposal is to begin critical discussion around pedagogy in deaf education both within and between the United States, France, and Japan. This study will focus on the practices, beliefs, and opinions of teachers in the United States as they talk about language pedagogy in the United States, France, and Japan.

Authors

• Christi Batamula, Gallaudet University

• Thomas P. Horejes, Gallaudet University

• Jennifer Scarboro Hensley, Arizona Commission for the Deaf and the Hard of Hearing