The impact of language education policies on Irish sign language in Irish deaf education

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Language Policy Pub Date : 2024-07-06 DOI:10.1007/s10993-024-09701-x

John Bosco Conama

引用次数: 0

Abstract

This article will explore the impact of various language education policies and their measures on Irish Sign Language (ISL) in Irish deaf education. The focus will be on how previous and current policy decisions regarding language education have affected the use and recognition of ISL as a legitimate language in the education system. The article will discuss both deaf schools and mainstream schools. The article will briefly provide an overview of ISL's history in Ireland, including its recognition as a language in 2017 by legislation (ISL Act 2017) and the current policies regarding its use in education. The impact of these policies on the development and use of ISL in deaf education will be concisely examined, including issues of access to education, teacher training, and curriculum development. Additionally, attitudes towards ISL will be briefly examined. The article will conclude with the ongoing challenges and opportunities for improving the status of ISL in Irish deaf education through policy reform and community advocacy.

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语言教育政策对爱尔兰聋人教育中爱尔兰手语的影响

本文将探讨各种语言教育政策及其措施对爱尔兰聋人教育中爱尔兰手语（ISL）的影响。重点是以往和当前有关语言教育的政策决定如何影响了爱尔兰手语的使用，以及爱尔兰手语作为一种合法语言在教育系统中的认可度。文章将讨论聋人学校和主流学校。文章将简要概述爱尔兰 ISL 的历史，包括 2017 年通过立法（《2017 年 ISL 法案》）承认 ISL 为一种语言，以及当前有关在教育中使用 ISL 的政策。文章将简明扼要地探讨这些政策对聋人教育中发展和使用 ISL 的影响，包括教育机会、教师培训和课程开发等问题。此外，还将简要探讨对 ISL 的态度。最后，文章将指出通过政策改革和社区宣传改善爱尔兰聋教育中 ISL 的地位所面临的挑战和机遇。

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来源期刊

Language Policy Multiple-

CiteScore

3.60

自引率

6.20%

发文量

期刊介绍： Language Policy is highly relevant to scholars, students, specialists and policy-makers working in the fields of applied linguistics, language policy, sociolinguistics, and language teaching and learning. The journal aims to contribute to the field by publishing high-quality studies that build a sound theoretical understanding of the field of language policy and cover a range of cases, situations and regions worldwide. A distinguishing feature of this journal is its focus on various dimensions of language educational policy. Language education policy includes decisions about which languages are to be used as a medium of instruction and/or taught in schools, as well as analysis of these policies within their social, ethnic, religious, political, cultural and economic contexts. The journal aims to continue its tradition of bringing together solid scholarship on language policy and language education policy from around the world but also to expand its direction into new areas. The editors are very interested in papers that explore language policy not only at national levels but also at the institutional levels of schools, workplaces, families, health services, media and other entities. In particular, we welcome theoretical and empirical papers with sound qualitative or quantitative bases that critically explore how language policies are developed at local and regional levels, as well as on how they are enacted, contested and negotiated by the targets of that policy themselves. We seek papers on the above topics as they are researched and informed through interdisciplinary work within related fields such as education, anthropology, politics, linguistics, economics, law, history, ecology, and geography. We particularly are interested in papers from lesser-covered parts of the world of Africa and Asia. Specifically we encourage papers in the following areas: Detailed accounts of promoting and managing language (education) policy (who, what, why, and how) in local, institutional, national and global contexts. Research papers on the development, implementation and effects of language policies, including implications for minority and majority languages, endangered languages, lingua francas and linguistic human rights; Accounts of language policy development and implementation by governments and governmental agencies, non-governmental organizations and business enterprises, with a critical perspective (not only descriptive). Accounts of attempts made by ethnic, religious and minority groups to establish, resist, or modify language policies (language policies ''from below''); Theoretically and empirically informed papers addressing the enactment of language policy in public spaces, cyberspace and the broader language ecology (e.g., linguistic landscapes, sociocultural and ethnographic perspectives on language policy); Review pieces of theory or research that contribute broadly to our understanding of language policy, including of how individual interests and practices interact with policy. We also welcome proposals for special guest-edited thematic issues on any of the topics above, and short commentaries on topical issues in language policy or reactions to papers published in the journal.