학습수어로서의 수어교육

Abstract

Objectives The purpose of this study is to present implications for deaf education of Korea by analyzing the ‘Japanese Sign Language(JSL)’ curriculum and textbooks of Meisei Gakuen in Japan, which provides bilingual and bicultural deaf education from the perspective of cognitive academic language. Methods For this purpose, the characteristics of Meisei Gakuen's kindergarten, elementary, and middle school ‘JSL’ curriculum and textbooks were analyzed from the perspective of cognitive academic language. Results First, the ‘JSL’ curriculum in kindergarten was designed to develop sign language skills as a basic communicative skills by considering the differences in sign language proficiency of deaf children. Sign language textbooks were designed to develop a sense of language for sign language through sign shapes cards and classifier textbooks. Second, the elementary school ‘JSL’ curriculum was designed to comprehensively develop the cognitive academic sign language ability in linguistic, cognitive, and socio-cultural aspects. Sign language textbooks are structured to systematically develop deaf culture and sign language’s grammar. Third, the ‘JSL’ curriculum of the middle school was structured to deepen the cognitive academic sign language ability in linguistic, cognitive, and socio-cultural aspects. Sign language textbooks were designed to deepen awareness of sign language by learning sign language linguistics. Fourth, as a limitation, there was an aspect that the sign language curriculum and sign language textbooks did not sufficiently consider the level difference by age and grade. Conclusions The direction of the development of the cognitive academic sign language curriculum for using Korean sign language as a teaching-learning language was suggested.