Table of Contents

Preface

1. Bilingualism and Bilingual Deaf Education: Time To Take Stock
Harry Knoors, Gladys Tang, and Marc Marschark

Part 1. Linguistic, Cognitive and Social Foundations

2. Language Development and Language Interaction in Sign Bilingual Language Acquisition
Carolina Plaza-Pust

3. Language Acquisition by Bilingual Deaf Preschoolers: Theoretical, Methodological Issues and Empirical Data
Pasquale Rinaldi, Maria Cristina Caselli, Daniela Onofrio, and Virginia Volterra

4. Bimodal Bilingual Cross-Language Interaction: Pieces of the Puzzle
Ellen Ormel and Marcel Giezen

5. Sign Language and Reading Comprehension: No Automatic Transfer
Daniel Holzinger and Johannes Fellinger

6. The Influence of Communication Mode on Language Development in Children with Cochlear Implants
Elizabeth Walker and Bruce Tomblin

7. Psychosocial Development in Deaf and Hard-of-Hearing Children in the 21st Century: Opportunities and Challenges
Manfred Hintermair

8. Bilingualism and Bimodal Bilingualism in Deaf People: A Neurolinguistic Approach
Ana Mineiro, Maria Vânia Silva Nunes, Mara Moita, Sónia Silva, and Alexandre Castro-Caldas

Part 2. Education

9. Navigating Two Languages in the Classroom: Goals, Evidence, and Outcomes
Marc Marschark and ChongMin Lee

10. Improving Reading Instruction to Deaf and Hard-of-Hearing Students
Loes Wauters and Annet de Klerk

11. Quality of Instruction in Bilingual Schools for Deaf Children: Through the Children's Eyes and the Camera's Lens
Daan Hermans, Loes Wauters, Annet de Klerk, and Harry Knoors

12. Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe: Implications for Professional Development and Training
Ruth Swanwick, Ola Hendar, Jesper Dammeyer, Ann-Elise Kristoffersen, Jackie Salter, and Eva Simonsen

Part 3. Bilingual education in co-enrollment settings

13. Language Development of Severe to Profoundly Deaf Children Studying in a Sign Bilingual and Co-Enrollment Environment
Gladys Tang, Scholastica Lam, and Kun-man Chris Yiu

14. Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-Enrollment Environment
Kun-man Chris Yiu and Gladys Tang

15. Sign Bilingual and Co-Enrollment Education for Children with Cochlear Implants in Madrid, Spain: A Case Study
Mar Pérez Martin, Marian Valmaseda Balanzategui, and Gary Morgan

16. The Twinschool: A Co-Enrollment Program in the Netherlands
Daan Hermans, Annet de Klerk, Loes Wauters, and Harry Knoors

17. Co-Enrollment in the United States: A Critical Analysis of Benefits and Challenges
Shirin Antia and Kelly K. Metz

Epilogue

18. Perspectives on Bilingualism and Bilingual Education for Deaf Learners
Marc Marschark, Harry Knoors, and Gladys Tang

About the Author

Marc Marschark is Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. He is Editor of the Journal of Deaf Studies and Deaf
Education.

Gladys Tang is Professor at the Department of Linguistics and Modern Languages, Chinese University of Hong Kong. She is also Director of The Centre for Sign Linguistics and Deaf Studies and Co-director of Research and Technology Centre for Language and Communication Disorders, Shenzhen Research Institute, Chinese University of Hong Kong. Her primary interest are sign linguistics and language acquisition of deaf and hard-of-hearing children. She is currently a member of the editorial board of
Journal of Deaf Studies and Deaf Education, Sign Language Typology Series, Berlin: Mouton de Gruyter/Ishara Press, and International Editor of the editorial board Gengo Kenkyu (Journal of
the Linguistic Society of Japan), Japan.

Harry Knoors is Professor at the Behavioral Science Institute of the Radboud University Nijmegen, the Netherlands, and director of the Kentalis Academy at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education. Knoors is an associate editor of the Journal of
Deaf Studies and Deaf Education.

Reviews

...that this book is informative and addresses a range of complex and interrelated topics...highlighting critical issues that need to be contemplated in order for efficacy, effectiveness, and implementation research in the area of bilingual deaf education programming to become more focused and rigorous
*Lynn M. McQuarrie, Journal of Deaf Studies and Deaf Education*