New Programmes in 2019-20
The term ‘Bimodal Bilingualism’ is a recent coinage in the field of Sign Linguistics to refer to concepts surrounding knowledge and use of spoken and sign languages bilingually by individuals in society. It reflects the burgeoning of research interest in the function of sign language in human cognition and communication in recent years, such as bilingual advantage, bimodal bilingual child development, code-mixing and code blending, concepts that echo and complement the ever-expanding research agendas of spoken language linguistics.
The first of its kind in Hong Kong and Asia, this interdisciplinary programme offers foundational training in General Linguistics and Sign Linguistics, having the goal of eventually creating a workforce in society that is competent in spoken and sign languages for professional support in education in different settings, information accessibility in social and professional contexts, social welfare of disadvantaged groups, and many other domains that call for such a unique combination of linguistic skills.
Building a Better World with Sign Language
There are more than 150,000 deaf and hearing-impaired people in Hong Kong, but local sign interpreters are slightly above 50. Prof. Gladys Tang, Professor of CUHK’s Department of Linguistics and Modern Languages and Director of the Centre for Sign Linguistics and Deaf Studies (CSLDS), pointed out sign language is more than merely gestures among the deaf communicators. It has its language system and culture. However, not many teachers, language therapists or social workers could master sign language. ‘The more hearing people learning sign language, the better its impact on social inclusion for the deaf.’
To meet the demand of the society, the Department offers a two-year top-up degree programme—B.A. in Bimodal Bilingual Studies—starting in 2019, as the first of its kind in Asia providing bimodal bilingual training which gives equal emphasis to sign and spoken languages. The quota of each year is 20. The programme has the goal of eventually creating a workforce in society that is competent in spoken and sign languages for professional support in education in different settings, information accessibility in social and professional contexts, social welfare of disadvantaged groups, and many other domains that call for such a unique combination of linguistic skills.
Students enrolled in this programme will be given foundational training in Linguistics and Sign Linguistics for them to appreciate why both sign and spoken languages enjoy an equal linguistic status for human communication, how children acquire spoken and/or sign languages in a monolingual or bimodal bilingual fashion, how adults may become bimodal bilingual when they acquire a sign language as a second/third language, and how interactions between spoken and sign languages benefit humans in their language, cognitive, and sociopsychological development.
Such a new understanding of language will be achieved, attributed to the programme’s adoption of the Common European Framework of Reference for Languages—Sign Languages in its Hong Kong Sign Language training. According to the Framework, language proficiency is defined on a scale from A1 (beginners level able to understand and use daily expressions) to C2 (able to use abstract and complex expressions). Professor Tang expects the graduates’ sign language proficiency could attain B1 or above (fulfilling basic communication needs with the deaf).
Nowadays, the medium of instruction in deaf education is mainly spoken language. Prof. Felix Sze of the Department of Linguistics and Modern Languages and Deputy Director of CSLDS doubts the effectiveness of such a unimodal communication. Lower Chinese proficiency is observed from deaf students who learned by only lip-reading their teachers. In contrast, bimodality gives the auditory/oral and the visual/spatial equal footing. The visual/spatial mode means gestures and facial expressions. Professor Sze said, ‘According to the studies of sign linguistics and deaf children language acquisition, bimodal bilingualism improves deaf children’s learning. Sign language can stimulate their oral and written language development and enhance their learning motivation.’
Kim, a graduate of the Department, added, ‘The deaf are more adept at sign language which allows them to receive messages and express themselves in full. Important acts such as giving a police statement or explaining symptoms to a doctor highlight their reliance on sign language to communicate effectively and precisely.’ Kim met three deaf classmates in her undergraduate studies. To communicate with them, she took a few sign language electives of the Department and even completed the Professional Diploma Programme in Sign Language Interpretation offered by CSLDS. To cultivate a truly inclusive society, she thinks an understanding of and empathizing with the communication needs of the deaf is a prerequisite.
Students are also required to take courses that apply knowledge of Linguistics and Sign Linguistics to certain professional domains, to prepare them to enter the relevant workforce with social acumen and bimodal bilingual sensitivity. They can choose electives in education, social work and translation, and need to undertake service learning or research project. Professor Tang said, ‘The curriculum aims at laying a solid bilingual knowledge foundation. Graduates may find jobs in many sectors or further their studies in professions like teaching, social work and language therapy.’
With further training, students from this programme will become effective educators, sign interpreters, social welfare and counselling workers, psychologists, speech and language therapists, NGO administrators or social entrepreneurs.
Published: Autumn 2018
Last Updated: Summer 2022