Abstract:

In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees' accounts highlight that deaf education is essentially about language access, that sign-bilingualism is core to the educational inclusion of all deaf pupils, and that only audism stands in the way of this. We argue against the Swedish national policy presumption of special need, pointing out that deaf pupils have an inalienable entitlement to sign language in much the same way that the right to speak Swedish is an inalienable part of being Swedish and not a need that only some Swedish people have. This makes national recognition of sign language a necessary precondition to deaf pupils' full educational inclusion. Policy should then likewise guarantee the sign-bilingual competence of teachers seeking to work with deaf pupils, this being a matter that necessarily conjoins educational and language (minority) rights as the two flipsides of one single coin.

摘要：

1981年，瑞典成为世界上第一个让聋哑学生接受双模式双语教育的国家。然而，根据对过去斯德哥尔摩主要教师培训师的采访以及我们自己更新教师培训的努力，我们注意到瑞典的手语双语教师培训至今一直是临时的。受访者的说法强调，聋人教育本质上是关于语言的获取，手语双语是所有聋人学生接受教育的核心，而只有听力障碍才是实现这一目标的障碍。我们反对瑞典国家政策的特殊需要推定，指出聋哑学生拥有不可剥夺的手语权利，就像说瑞典语的权利是瑞典人不可剥夺的一部分，而不是只有某些瑞典人才需要的那样。人有。这使得国家对手语的认可成为聋哑学生充分接受教育的必要先决条件。那么，政策同样应该保证寻求与聋哑学生一起工作的教师的手语双语能力，这是一个必然将教育和语言（少数群体）权利结合在一起的问题，就像一枚硬币的两个反面一样。