Bilingual–bicultural education

Short description: Deaf education programs that use sign language as the native language

"BiBi" redirects here. For the South Korean singer, see Bibi (singer).

Bilingual–Bicultural or Bi-Bi deaf education programs use sign language as the native, or first language, to teach 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, although the majority of deaf and hard of hearing children are born to hearing parents.[1] In this same vein, within Bi-Bi educational programs the spoken or written language used by the majority of the population is viewed as a secondary language to be acquired either after or at the same time as the native language.[1]

In Bi-Bi education, a signed language is the primary method of instruction. Once sign language is established as the individual's first language and they have acquired sufficient proficiency, a second language—such as English—can then be effectively taught using the first language as a foundation.[2] The bicultural aspect of Bi-Bi education emphasizes Deaf culture based on the idea that language is tied to ones identity and ethnic pride, thus needed to strive in that culture.[2]

## Contents

* 1 Usage Worldwide
* 2 Bilingual-Bicultural Movement
* 3 Bi-Bi Approaches to Learning
* 4 Research on Socio-emotional Impact
* 5 References
* 6 Further reading
* 7 See also

## Usage Worldwide

Within the US, 36% to 40% of residential and day schools for deaf students report using Bi-Bi education programs.[3] A notable example of schools utilizing the Bi-Bi method in the US include The Learning Center for the Deaf in Massachusetts and Gallaudet University.

Sweden and Denmark are two countries known for their bilingual–bicultural education of deaf children. Sweden passed a law in 1981 that mandated bilingualism as a goal of deaf education.[4] Denmark recognized sign language as an equal language and espoused sign language as the primary method of instruction in schools for the deaf in 1991.[4]

## Bilingual-Bicultural Movement

Bilingual–bicultural education is based on Cummins' Model of Linguistic Interdependence. In 1976, James Cummins predicted that proficiency in a first language would correlate to competence in a second language because a single cognitive process underlies language acquisition for both languages. After decades of using the oral method of education, some advocates sought a new method for teaching deaf students.

Marie Jean Philip was a pioneer in the Bilingual-Bicultural (Bi-Bi) movement.[5] In 1985, The Learning Center for the Deaf in Framingham, Massachusetts, was able to convince Philip to begin a new career as Special Assistant to the Director for Implementation of Bilingual/Bicultural Policies. After two years, Philip agreed to take on the full-time position of Bilingual Bicultural Coordinator, which she held from 1988. Philip led the school into the Bi-Bi education system.[4]

The Learning Center for the Deaf became the first Deaf school in the United States to officially adopt a Bilingual-Bicultural teaching philosophy.[6][7] Schools in California,[8] Indiana,[9] and Maryland soon followed by officially adopting Bilingual-Bicultural teaching philosophies. Many schools then began to use systems of Manually Coded English (MCE) in an attempt to develop English in deaf students. After the perceived failure of Manually Coded English systems, some educators began using the bilingual–bicultural model.[10]

On September 24, 2018, Carey M. Ballard published a thirty-minute documentary film, Bilingual-Bicultural Movement at The Learning Center for the Deaf, which examines the history of the movement.[11]

## Bi-Bi Approaches to Learning

A majority of deaf children are born from hearing parents.[12] This can result in deaf children not becoming proficient in either English or Sign Language by the time they enter school age.[13] There is ongoing debate within the Deaf community about the best way to teach Deaf students in the U.S. Some believe a new written system for ASL should be created (see "Writing" section in American Sign Language), while others prefer using ASL Gloss, MCE, or not having a written ASL system at all.[1]

An example of a Bi-Bi teaching strategy is one that focuses on Deaf Children learning ASL and English simultaneously, with English being introduced through ASL Gloss readings.[14] These readings slowly shift to the morpho-syntactic structure of English,[14] allowing deaf students to become more familiar with English vocabulary and grammar. This method aims to ensure that deaf students are competent in both ASL and English literacy.

The National Association of the Deaf lays out several suggested steps on how to plan and implement a Bicultural education program, including steps such as hiring staff who are proficient in both sign language and the common second language of the region, defining when and how each language should be used, and creating a space that represent the values and beliefs of both Deaf and Hearing communities.[15]

## Research on Socio-emotional Impact

Research has shown links between sociocultural factors and students' educational success. Learning in their first language allows students to feel a sense of belonging, leading to their academic success, including development in their two languages.[16] The bilingual teaching approach creates meaningful academic experiences for students when cultural factors are recognized.[17] The cultural aspect of the bicultural bilingual approach enhances deaf students' experiences success in school.[18] The school climate in a bicultural-bilingual setting gives students the opportunity to foster their academic, cognitive and socio-cultural skills in two languages.

Various studies have found a correlation between ASL skill level and English literacy or reading comprehension. The most plausible explanation for this is that ASL skill level predicts English literacy level.[19] Having a basis of American Sign Language can benefit the acquisition of the English language. In fact, bilingual children show more development in cognitive, linguistic, and meta-linguistic processes than their monolingual peers.[10]

Lev Vygotsky, a former Soviet psychologist renowned for his study on social cognitive development, argued that the quality and quantity of children's play is contingent upon the language shared among children.[20][21] Piaget, another psychologist renowned for his child development study, and Vygotsky agreed that language plays a significant role in cognitive and social development, because language competence significantly shapes play behaviors.[22] When deaf children are in a Bi-Bi setting where they have access to language and the full ability to communicate with their peers, they can develop linguistic, social, and cognitive skills.[15]

A study on deaf children and theory of mind (ToM), which is the ability to put oneself in someone else's shoes, showed no differences in performance in theory of mind tasks between deaf children of deaf parents and their hearing peers.[23][24] Deaf children with hearing parents however, whether they were educated using spoken English or ASL, showed delays in two ToM tasks, false beliefs and knowledge states.[23] A potential reason for such delays could be due to the lack of accessibility to conversations for deaf children in their environment, opportunities for incidental learning, and the difficulty in communicating about daily routines.[citation needed] This can create challenges in discussing thoughts, beliefs and intentions among deaf children lacking language.[25][26]

Deaf children use sign language to express themselves, discuss events, ask questions, and refer to things in their environment, just as hearing children use spoken language.[27] The human brain is naturally wired to crave information and constant access to communication, and social settings with accessible language provide that.[28] The earlier that Deaf children have the chance to naturally acquire sign language with constant language input, the better their cognitive and social skills, because they are able to receive information about actions, objects, experiences, and events in time.[29]

## References

1. ↑ 1.0 1.1 1.2 "SASL Journal, Volume 4, Number 1". Society for American Sign Language Journal 4 (1). 2021-08-17. https://open.clemson.edu/saslj/vol4/iss1/1/.
2. ↑ 2.0 2.1 Drasgow, Erik (1993). "Bilingual/Bicultural Deaf Education: An Overview". Sign Language Studies (80): 243–266. ISSN 0302-1475. https://www.jstor.org/stable/26204676.
3. ↑ LaSasso, C. (1 January 2003). "Survey of Residential and Day Schools for Deaf Students in the United States That Identify Themselves as Bilingual-Bicultural Programs". Journal of Deaf Studies and Deaf Education 8 (1): 79–91. doi:10.1093/deafed/8.1.79. PMID 15448048.
4. ↑ 4.0 4.1 4.2 Baker, Sharon; Baker, Keith (August 1997). ﻿Educating Children Who Are Deaf or Hard of Hearing: Bilingual-Bicultural Education﻿ (Report). ERIC ED414671.
5. ↑ Philip, Marie Jean and Anita Small. 1992. Bilingual/Bicultural Program Development at The Learning Center for Deaf Children. In: Deaf Studies: What's Up? Conference Proceedings, October 24–25, 1991, pp. 51-107.
6. ↑ "Petersen Collection - Banner Template". http://library.rit.edu/depts/archives/deafhistory/philip-epilogue.htm.
7. ↑ Marschark, Marc; Spencer, Patricia Elizabeth (2010-05-28) (in en). The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2. Oxford University Press. ISBN 978-0-19-974181-6. https://books.google.com/books?hl=en&lr=&id=0mmJAgAAQBAJ&oi=fnd&pg=PA17&dq=history+of+Bilingual+bicultural+deaf+education&ots=78rq14BQLY&sig=lu50c1bQBspuacjl6xnS1eqTu-E#v=onepage&q&f=false.
8. ↑ Norton, Kenneth W. 2000. The Eagle Soars to Enlightenment. Fremont, CA: California School for the Deaf
9. ↑ Bilingual-Bicultural program implementation timeline, Indiana School for the Deaf, unpublished, circa 2000.
10. ↑ 10.0 10.1 Prinz, Philip M.; Strong, Michael (August 1998). "ASL Proficiency and English Literacy within a Bilingual Deaf Education Model of Instruction". Topics in Language Disorders 18 (4): 47–60. doi:10.1097/00011363-199808000-00006.
11. ↑ Archived at Ghostarchive and the Wayback Machine{{cbignore} b| url = https://www.youtube.com/watch?v=5l6jUOmBBVs| title = Bilingual-Bicultural Movement at The Learning Center for the Deaf | website=YouTube}}
12. ↑ Bruwer, Beausetha; Staden, Annalene van; Plessis, Lodewyk du (2024-07-12). "A bilingual-bicultural literacy programme for deaf learners in Namibia" (in en). Perspectives in Education 42 (2): 267–281. doi:10.38140/pie.v42i2.7779. ISSN 2519-593X. https://journals.ufs.ac.za/index.php/pie/article/view/7779.
13. ↑ Gibson, Heather; Potma, Shelley; Rouse, Jenelle (April 2021). "An Innovative Pedagogical Approach: American Sign Language (ASL) Gloss Reading Program". The Emergence of Signed Language Education and Reading. 4. 18. https://tigerprints.clemson.edu/saslj/vol4/iss1/1.
14. ↑ 14.0 14.1 Suppalla, Samuel; Byrne, Andrew; Cripps, Jody (2018). "Teaching Literature to Deaf Students and the Challenge of Bilingualism". Society for America's Sign Language Journal 3 (1): 27-31. https://www.researchgate.net/publication/343558708_Teaching_Literature_to_Deaf_Students_and_the_Challenge_of_Bilingualism_Society_for_American_Sign_Language_Journal.
15. ↑ 15.0 15.1 "NAD - National Association of the Deaf". https://www.nad.org/about-us/position-statements/position-statement-on-asl-and-english-bilingual-education/.
16. ↑ Sánchez, B.; Colón, Y.; Esparza, P.J. (2005). "The Role of Sense of School Belonging and Gender in the Academic Adjustment of Latino Adolescents". Journal of Youth and Adolescence 34 (6): 619–628. doi:10.1007/s10964-005-8950-4.
17. ↑ Cummins, James (1979). "Linguistic interdependence and the educational development of bilingual children". Review of Educational Research 49 (2): 222–25l. doi:10.2307/1169960.
18. ↑ Seremeth, Mary Ann (2016). A study of teacher efficacy in secondary American Sign Language-English teaching (Thesis). OCLC 978349766. ProQuest 1870036812.
19. ↑ Goldin-Meadow, Susan; Mayberry, Rachel I. (November 2001). "How Do Profoundly Deaf Children Learn to Read?". Learning Disabilities Research and Practice 16 (4): 222–229. doi:10.1111/0938-8982.00022.
20. ↑ Vygotsky, L. S. (April 1967). "Play and Its Role in the Mental Development of the Child". Soviet Psychology 5 (3): 6–18. doi:10.2753/RPO1061-040505036.
21. ↑ Vygotsky, L. S.; Cole, Michael (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press. ISBN 978-0-674-57629-2. [page needed]
22. ↑ Piaget, J.(1962). Play, dreams and imitation in childhood. New York Norton.
23. ↑ 23.0 23.1 Schick, Brenda; de Villiers, Peter; de Villiers, Jill; Hoffmeister, Robert (March 2007). "Language and Theory of Mind: A Study of Deaf Children". Child Development 78 (2): 376–396. doi:10.1111/j.1467-8624.2007.01004.x. PMID 17381779.
24. ↑ Goldman, Alvin I. (2012). "Theory of Mind". The Oxford Handbook of Philosophy of Cognitive Science. doi:10.1093/oxfordhb/9780195309799.013.0017. ISBN 978-0-19-530979-9.
25. ↑ Peterson, Candida C.; Siegal, Michael (March 1995). "Deafness, Conversation and Theory of Mind". Journal of Child Psychology and Psychiatry 36 (3): 459–474. doi:10.1111/j.1469-7610.1995.tb01303.x. PMID 7782409.
26. ↑ Peterson, Candida C.; Siegal, Michael (March 2000). "Insights into Theory of Mind from Deafness and Autism". Mind and Language 15 (1): 123–145. doi:10.1111/1468-0017.00126.
27. ↑ Volterra, V.; Caselli, M.C.C. (1985). "From gestures and vocalizations to signs and words". in Stokoe, William C.; Volterra, Virginia. SLR '83: Proceedings of the III International Symposium on Sign Language Research, Rome, June 22-26, 1983. Linstok Press. pp. 1–9. ISBN 978-0-932130-08-2.
28. ↑ Marschark, Marc (June 2001). ﻿Language Development in Children Who Are Deaf: A Research Synthesis﻿ (Report). ERIC ED455620.
29. ↑ Smith, Karen E.; Landry, Susan H.; Swank, Paul R. (January 2000). "Does the Content of Mothers' Verbal Stimulation Explain Differences in Children's Development of Verbal and Nonverbal Cognitive Skills?". Journal of School Psychology 38 (1): 27–49. doi:10.1016/S0022-4405(99)00035-7.

## Further reading

* Unlocking the Curriculum: Principles for Achieving Access in Deaf Education by Robert E. Johnson, Scott Liddell and Carol Erting, 1989.
* Mason, David G. (March 1994). ﻿Bilingual/Bicultural Deaf Education Is Appropriate﻿ (Report). ERIC ED378720.
* Mahshie, Shawn Neal. 1995. Educating Deaf Children Bilingually--With Insights and Applications from Sweden and Denmark. National government publication. Washington, D.C.: Pre-College Programs, Gallaudet University
* Annual International Multilingual, Multicultural Conference: Proceedings. Dissemination Center for Bilingual Bicultural Education. April 1973. ERIC ED086409.
* Grosjean, Francois (2001). "The Right of the Deaf Child to Grow Up Bilingual". Sign Language Studies 1 (2): 110–114. doi:10.1353/sls.2001.0003. Project MUSE 31761 ProQuest 1297899667.
* The Oxford handbook of deaf studies, language, and education(2010)[1]

## See also

* Nothing More Nothing Less--A French-Canadian View of Bilingualism and Biculturalism (1967)

* v
* t
* e

Sign language

* List of sign languages
* List by number of signers

Language families[a]|

Sign languages by family

Aboriginal
Australian|

* Eltye eltyarrenke
* Iltyeme iltyeme
* Rdaka rdaka
* Manjiljarra
* Warlmanpa
* Warramunga
* Mudburra
* Ngada
* Umpila
* Western Desert
* Western Torres Strait Islander
* Yan-nhaŋu
* Yir Yoront
* Yolŋu
* Djingili
* Meriam
* Miriwoong
* Worora Kinship

Arab Sign|

* Egyptian
* Kuwaiti
* Libyan
* Qatari Unified
* Yemeni

| Iraqi–
Levantine|

* Iraqi
* Levantine Arabic
* Jordanian
* Lebanese
* Palestinian
* Syrian

|

Possible|

* Emirati
* Saudi
* Omani

BANZSL|

* Auslan
* Papua New Guinean
* BSL
* Northern Ireland
* Fijian
* MSL
* NZSL
* Sāmoan
* SASL

| Swedish|

* EriSL
* Finland-Swedish
* Portuguese
* Teckenspråk
* Viittomakieli

|

Francosign|

* Proto-LSF

* Algerian
* DSGS
* Eesti viipekeel
* Irish
* Australian-Irish
* Libras
* Lithuanian
* LSC
* LSV
* LSCh
* LSF
* Romanian

Amslanic|

* American
* Black ASL
* Protactile
* BIM
* Bolivian
* Burmese
* Cambodian
* Costa Rican
* Dominican
* Greek
* Cypriot
* Jamaican
* Kuala Lumpur
* Panamanian
* Philippine
* Puerto Rican
* Quebec
* Singapore

| BISINDO|

* Jakarta
* Yogyakarta

|

Francophone African|

* Ethiopian
* Chadian
* Ghanaian
* Guinean
* LaSiMa
* Moroccan
* Nigerian
* Sierra Leonean

Austro-
Hungarian|

* Czech
* Hungarian
* ÖGS
* Slovak
* Ukrainian (УЖМ/USL)

| Russian|

* Bulgarian (БЖЕ)
* Georgian
* Latvian
* Mongolian
* Russian (РЖЯ)

|

Yugoslav|

* HZJ
* Kosovar
* Serbian
* Slovenian
* Yugoslav

Old Belgian|

* VGT
* LSFB

Danish|

* Malagasy
* Táknmál
* Tegnspråk
* Tegnsprog
* Teknmál

Dutch|

* NGT
* Gambian

Italian|

* LIS
* Tunisian

Mexican|

* LSM
* LESHO

Viet-Thai|

* Hai Phong
* Hanoi
* Ho Chi Minh
* Thai

Germanosign|

* DGS
* PJM
* Shassi

Indo-Pakistani
Sign|

* Bangalore-Madras
* Beluchistan
* Bengali
* Bombay
* Calcutta
* Delhi
* Nepali
* North West Frontier Province
* Punjab-Sindh

Kentish|

* Old Kentish

| Chilmark|

* Chilmark

* MVSL

Meemul Tziij|

* Highland Maya
* Nohya

Original Thai Sign|

* Chiangmai
* Hai Phong
* Old Bangkok

Paget Gorman|

* Namibian
* Diyari
* Jaralde
* Kalkutungu
* Pitha Pitha
* Warluwara

Paraguayan-
Uruguayan Sign|

* Paraguay
* Uruguay

Plains Sign Talk|

* Hand Talk
* Anishinaabe
* Apsáalooke
* Arikara
* Chaticks si Chaticks
* Cheyenne
* Coahuilteco
* Dane-zaa
* Diné
* Hinono'eino
* Hiraacá
* Icāk
* Karankawa
* Liksiyu
* Maagiadawa
* Meciciya ka pekiskwakehk
* Nakota
* Ni Mii Puu
* Niimíipuu
* Niitsítapi
* Nųmą́khų́·ki
* Nʉmʉnʉʉ
* Omaha
* Palus
* Piipaash
* Ppáⁿkka
* Schitsu'umsh
* Shiwinna
* Sioux
* Taos
* Tickanwa•tic
* Tháumgá
* Tsuu T'ina
* Umatilla
* Wazhazhe
* Wichita
* Wíyut'a / Wíblut'e
* Wyandot

| Plateau|

* A'aninin
* Kalispel
* ʾa·qanⱡiⱡⱡitnam
* Nesilextcl'n
* Secwepemcékst
* Sqeliz

|

Providencia–
Cayman Sign|

* Provisle
* Old Cayman (Guyanese)

Japanese Sign|

* Japanese
* Korean
* Taiwanese

Chinese Sign|

* Chinese

| Shanghai|

* Shanghai

* Hong Kong
* Macau

Isolates|

* Afghan
* Al-Sayyid Bedouin
* Albanian
* Amami Oshima
* Armenian
* Armenian Women's
* Belizean
* Bhutanese
* Bökyi lagda
* Bribri
* Brunca
* Bura
* Chatino
* Cuban
* Diné Family
* Dogon
* Ecuadorian
* Eritrean
* Enga
* Ghandruk
* Ghardaia
* Guatemalan
* Guinea-Bissau
* Henniker
* Hoailona ʻŌlelo
* Inuit
* Atgangmuurniq
* Ussersuataarneq
* Jhankot
* Jumla
* Ka'apor
* Kajana
* Kafr Qasim
* Kata Kolok
* Kenyan
* Somali
* Keresign
* Kisindo
* Konchri Sain
* Lyons
* Macedonian
* Maltese
* Magannar Hannu
* Mardin
* Mauritian
* M'bour
* Miyakubo
* Mossi
* Mozambican
* Mumu kasa
* Nicaraguan
* Old Costa Rican
* Ottoman
* Pasa kidd
* Penang
* Persian
* Peruvian
* Rennellese
* Rwandan
* Sandy River
* Salvadoran
* Spanish
* Tebul
* Trinidad and Tobago
* Turkish
* Ugandan
* Venezuelan
* West African
* Adasl
* Burasl
* Mofu-Gudur
* Nanabinsl
* Yoruban
* Zambian

Other groupings|

* Ethiopian languages
* Laotian languages
* Sri Lankan languages
* Sudanese languages
* Tanzanian languages (7+)[b]

* International Sign

By region[a]|

Sign languages by region

Oceania|

Australia
Auslan
Australian-Irish
Eltye eltyarrenke
Far North Queensland Indigenous
Iltyeme iltyeme
Rdaka rdaka
Manjiljarra
Warlmanpa
Warramunga
Mudburra
Ngada
Umpila
Western Desert
Western Torres Strait Islander
Yir Yoront
Yolŋu

Hawaii (USA)
Haoilona ʻŌlelo
Samoa and American Samoa
Samoan
New Zealand
NZSL

Asia|

Bengal
Bengali
Cambodia
Cambodian
China
Chinese
Hong Kong
HKSL
Indonesia
Indonesian
Kata Kolok (Benkala, Balinese)
India
Alipur
Bengali
Indo-Pakistani
Naga
Iran
Persian
Iraq
Iraqi
Kurdish
Israel
Al-Sayyid Bedouin
Ghardaia
Israeli
Kafr Qasem
Japan
Amami Oshima
Japanese
Miyakubo
Korea
Korean
Laos
Laotian
Malaysia
Malaysian
Penang
Selangor
Mongolia
Mongolian
Nepal
Ghandruk
Jhankot
Jumla
Nepalese
Philippines
Philippine
Saudi Arabia
Saudi
Singapore
Singapore
Sri Lanka
Sri Lankan
Taiwan
Taiwanese
Tajikistan
Russian
Tibet
Bökyi lagda
Thailand
Bangkok
Chiangmai
Thai
Ban Khor (Pasa kidd)
Vietnam
Vietnamese

Africa|

Algeria
Algerian
Ghardaia
Cameroon
Maroua
Ghana
Adamorobe
Nanabin
Ivory Coast
Bouakako (LaSiBo)
Kenya
Kenyan
Mali
Tebul
Bamako (LaSiMa)
Nigeria
Bura
Magannar Hannu
Senegal
Mbour
Somalia & Djibouti
Somali
South Africa
South African
Tanzania
Tanzanian
Uganda
Ugandan
Zambia
Zambian

North America|

Plains Sign Talk
Canada
American

Protactile
Blackfoot
Cree
Ojibwa
MSL
Quebec
Atgangmuurniq
Plateau
Greenland
Ussersuataarneq
Mexico
Chatino
Mayan
Mexican
United States
American

Black American
Protactile
Blackfeet
Cree
Cheyenne
Ojibwa
Keresign
Martha's Vineyard
Navajo
Navajo Family
Sandy River Valley
Henniker

Central and
South America

Argentina
Argentine
Belize
Belizean
Bolivia
Bolivian
Brazil
Libras
Ka'apor
Cayman
Old Cayman
Chile
Chilean
Colombia
Colombian
Provisle
Costa Rica
Bribri
Brunca
Old Costa Rican
New Costa Rican
Cuba
Cuban
Ecuador
Ecuadorian
Guatemalan
Guatemalan
Mayan
Haiti
Haitian
Honduras
Honduran
Nicaragua
Nicaraguan
Panama
Chiriqui
Panamanian
Paraguay
Paraguayan
Peru
Peruvian
Sivia
El Salvador
Salvadoran
Old Salvadoran
Uruguay
Uruguayan
Venezuela
Venezuelan

Europe|

Armenia
Armenian
Austria
Austrian
Belgium
Flemish
French Belgian
United Kingdom
British
Croatia
Croatian
Denmark
Danish
Teknmál
Netherlands
Dutch
Estonia
Estonian
Finland
Finnish
France
Ghardaia
French
Lyons
Germany
German
Greece
Greek
Hungary
Hungarian
Iceland
Icelandic
Ireland
Irish
Italy
Italian
Kosovo
Kosovar
Lithuania
Lithuanian
Moldova
Russian
North Macedonia
Macedonian
Northern Ireland
Northern Ireland
Norway
Norwegian
Poland
Polish
Portugal
Portuguese
Russia
Russian
Slovenia
Slovenian
Spain
Catalan
Spanish
Valencian
Sweden
Swedish
Switzerland
Swiss
Turkey
Central Taurus
Mardin
Turkish
Ukraine
Ukrainian

International|

* International Sign
* Makaton
* Monastic
* Signalong

ASL|

* Grammar
* Idioms
* Literature
* Profanity
* Name signs

Extinct
languages|

* Chilmark
* Diyari
* Jaralde
* Kalkutungu
* Henniker Sign Language
* Martha's Vineyard
* Old French
* Old Kent
* Plateau Sign Language
* Pitha Pitha
* Sandy River Valley Sign Language
* Warluwara

Linguistics|

* Grammar (ASL)
* Bimodal bilingualism
* Cherology
* Handshape / Location / Orientation / Movement / Expression
* Mouthing
* Sign names

Fingerspelling|

* American
* British (two-handed)
* Catalan
* Chilean
* French
* Hungarian
* Irish
* Japanese
* Korean
* Polish
* Russian
* Serbo-Croatian
* Spanish
* Ukrainian

Writing|

* ASL-phabet
* Hamburg Notation System

| Stokoe notation|

* Stokoe notation

| SignWriting|

* SignWriting

| si5s|

* si5s
* ASLwrite ()

|

Language
contact|

* Contact sign
* Indian Signing System
* Initialized sign
* Manually coded English
* Manually coded language in South Africa
* Manually Coded Malay
* Mouthing
* Paget Gorman Sign System
* Signed Dutch
* Signed French
* Signed German
* Signed Italian
* Signed Japanese
* Signed Polish
* Signed Spanish
* Signing Exact English
* Tecknad svenska

* Bilingual–bicultural education
* Manually coded language

Media|

* Films (list)
* Television programmes (list)

Persons|

* Jabbar Baghtcheban
* Johanna Berglind
* Pär Aron Borg
* Thomas Braidwood
* Laurent Clerc
* Abbé de l'Épée
* Roger Fouts
* Valerie Sutton
* Thomas Gallaudet
* Abbe Sicard
* William Stokoe
* Pierre Pélissier

Organisations|

* Association of Visual Language Interpreters of Canada
* International Center on Deafness and the Arts
* Mimics and Gesture Theatre
* World Association of Sign Language Interpreters

Miscellaneous|

* Baby sign language
* CHCI chimpanzee center (Washoe, Loulis)
* Open Outcry
* Legal recognition
* Military hand and arm signals
* Monastic sign languages
* Tactile signing
* Tic-tac (betting)

^a Sign-language names reflect the region of origin. Natural sign languages are not related to the spoken language used in the same region. For example, French Sign Language originated in France, but is not related to French. Conversely, ASL and BSL both originated in English-speaking countries but are not related to each other; ASL however is related to French Sign Language. ^b Denotes the number (if known) of languages within the family. No further information is given on these languages.

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Original source: https://en.wikipedia.org/wiki/Bilingual–bicultural education. Read more

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