Mason D, Ewoldt C
York University in Ontario, Canada.
Am Ann Deaf. 1996 Oct;141(4):293-8. doi: 10.1353/aad.2012.0383.
This position paper discusses how the tenets of Whole Language and Deaf Bilingual-Bicultural Education complement each other. It stresses that Whole Language is based on natural processes through which children can translate their constructs of personal experiences, observations, and perspectives into modes of communication that include written language and, in the present case, American Sign Language. The paper is based on two emphases: (a) Whole Language emphasizes a two-way teaching/learning process, teachers learning from children, and vice versa; and (b) Deaf Bilingual-Bicultural Education emphasizes American Sign Language as a language of instruction and builds on mutual respect for the similarities and differences in the sociocultural and socioeducational experiences and values of Deaf and hearing people. Both Whole Language and Deaf Bilingual-Bicultural Education attempt to authenticate curriculum by integrating Deaf persons' worldviews as part of educational experience.
本立场文件探讨了全语言教育原则与聋人双语双文化教育如何相互补充。它强调全语言教育基于自然过程，通过这些过程，儿童能够将他们对个人经历、观察和观点的构建转化为包括书面语言以及在当前情况下的美国手语在内的交流方式。该文件基于两个重点：（a）全语言教育强调双向教学/学习过程，教师向儿童学习，反之亦然；（b）聋人双语双文化教育强调将美国手语作为教学语言，并建立在对聋人和听力正常者的社会文化、社会教育经历及价值观的异同相互尊重的基础上。全语言教育和聋人双语双文化教育都试图通过将聋人的世界观纳入教育体验来使课程具有权威性。
