Sign Language as a Constructive Partner: Evidence-Based Models for Inclusive Deaf Education in Asia

An oralist approach that emphasizes assistive listening devices and inclusion into mainstream classrooms, often at the expense of sign language, has been associated with the worldwide trend towards inclusive education for deaf and hard-of-hearing (DHH) pupils. Gladys Tang’s Sign Language in Mainstream Education for the Deaf and Hard-of-hearing Students in Asia offers a convincing and fact-based counterargument. This study examines sign language’s function in mainstream Asian educational environments as an essential linguistic and pedagogical tool rather than as a remedial fallback. The book also compiles research from some typical areas in Asia, focusing on the crucial question of how to successfully recruit sign language to support DHH students’ holistic development. It provides a coherent analysis of two important models: educational sign language interpreting and sign bilingual co-enrollment. At first, the book is organized to lay forth a theoretical framework. By challenging deep-rooted misconceptions that pit sign language growth against spoken language development, the editor’s introduction skillfully sets the scene. Tang frames the ensuing research within a strong linguistic framework by proposing sign language as a “constructive partner” and a “effective hinge” for cognitive, and socio-psychological development. One of the book’s best features is its theoretical orientation, which shifts the conversation from well-intentioned advocacy to an evidence-based paradigm.