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A Qualitative Case Study on the Impact of Bilingual Education on Scholastic Achievements of Deaf Students

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2007, 8(3), pp.143-164
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

김미은 1 서도원 2 Byeong Chen Yoon 2

1충청남도아산교육청
2나사렛대학교

Accredited

ABSTRACT

This study, which took bilingual deaf students as its objects of investigation, looked into the socio-cultural backgrounds that made the deaf students become bilinguists and analyzed the impacts of bilingual deaf education on their scholastic achievements. The results of this study can be outlined as following: First, after looking into the process of sign language acquisition of the deaf student 1, 2 and 3, who had been grown up under deaf parents, this study found out that they were be able to acquire sign language as the first language naturally in daily life, in the course of communicating with their deaf parents. Second, despite the sign language interpretation supports in the integrated education are not equal to perfect bilingual educational circumstances, it was found out that the supports are required for the bilingual deaf education and can induce a sense of social stability, the self-confidence and the desire and incentive for scholastic achievements, which are all appeared to be influential factors to their school scores. Lastly, as seen in the analysis on the scholastic achievement each subject through bilingual deaf education, the deaf student 1 showed high scores ranged from 6 points to 25points in Korean, mathematics and science, with exception of social studies. The deaf student 2 also shows the growth in the average marks by 7 points in Korean and mathematics, with high scholastic achievements near or more than the average marks of his whole class

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