Implicit and Explicit Control in Deaf Early Childhood Education in Japan, France, and the United States

• In Event: Critical Issues in Deaf Education

Abstract

Investigation into a larger international study of Deaf Kindergarten classroom practices of enculturation and bilingualism provides discourses into various realms of Deaf Education. In this paper, we discuss the explicit and implicit forms of Control in teacher practices in Deaf Early Childhood Education educators in Japan, France, and the United States. Using examples from three classroom teachers’ practices, we begin a preliminary examination of teachers’ control of deaf students’ use of their bodies and of their developing language. These early findings have potential implications for teacher practice in signing schools for the deaf, providing attention to balance of controlling pedagogic approaches.

Authors

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

• Thomas P. Horejes, Gallaudet University

• Christi Batamula, Gallaudet University