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Kathryn Crowe, Critical Perspectives on Plurilingualism in Deaf Education, The Journal of Deaf Studies and Deaf Education, Volume 27, Issue 1, January 2022, Pages 112–113, https://doi.org/10.1093/deafed/enab037
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Critical perspectives on plurilingualism in deaf education presents a collection of chapters that focus on the use of signed and spoken languages in real-word education contexts. It is an insightful examination of plurilingualism as it relates to education, language policy, language practice, and how these are intertwined for d/Deaf and hard-of-hearing (DHH) learners, their families, and the professionals who work with them. This book is rich in both its breadth and depth of discussion and would be of great interest to anyone who supports DHH learners in contexts where signed languages are used.
Review
Critical perspectives on plurilingualism in deaf education is an edited volume containing a collection of research-based chapters contributed by over 16 specialists in the education of d/Deaf and hard-of-hearing (DHH) children. While there has been much discussion of bimodalism, bilingualism, and multilingualism for DHH learners, the concept of plurilingualism is now being more widely discussed. For the uninitiated, while multilingualism considers an individual’s competence in separate languages, plurilingualism considers “the dynamic interaction and interrelation between different languages in a single person’s repertoire” (O’Brien, 2021, p. 61). The volume begins with a thought-provoking foreword by Prof. Emeritus Jim Cummins, who draws together the themes of the book to pose key questions in the education of DHH children related to: underachievement, early development, linguistic interdependence, plurilingual instruction, and reimagining school environments.
The book is divided into two parts. Part one is titled “plurilingual language planning in deaf education” and contains five chapters that consider sign language plurilingualism in DHH education in four countries (Canada, France, Sweden, and United Kingdom). Part two is titled “plurilingual education practices and models” and shifts the focus to a practice-oriented perspective. These chapters include discussion of translanguaging in science education, a presentation of bimodal programming and a co-enrollment setting, parent sign language education, family language planning, and educational interpreting. Throughout, this book engages in crucial discussions of the past, present, and future of sign languages in DHH education. While not so much a practical how to guide for implementing plurilingual practices in DHH education, this book provides research-based and contextual information that is thought-provoking and informative. As such, it constantly stimulates the reader to reflect on what is in their own contexts as well as ponder what could be.
While the text is rich in the variety of perspectives it presents, these perspectives are limited to the education of DHH children in wealthy and privileged countries. While these contexts are fertile sources of discussion on plurilingualism, plurilingual/translanguaging pedagogies, and current and best practices, the richness of experience and diversity that could be gained from considering a broader geographic context is absent. The authors note in their introduction that they plan to broaden the outlook in their future work, which will be a valuable addition to our knowledge of the world of plurilingual DHH education.
Critical perspectives on plurilingualism in deaf education is an insightful examination of ideas related to plurilingualism, education, and language policy and practice, and how these intertwine for DHH learners, their families, and the professionals who work with them. This book is rich in both the breadth and depth of its discussion and would be of great interest to anyone who is supports DHH learners in contexts where a signed language is used. This book has broad appeal for professionals, administrators, and researchers working in the space of DHH education. I recommend this book for anyone who is interested in learning how diverse the language environments of DHH children are, and anyone who is passionate about creating better and more inclusive environments for DHH children.