Features of bilingual approach application in special institutions for deaf in Ukraine

S Kulbida

doi:10.32405/2617-3107-2019-1-17

Abstract

All levels of the deaf educational system in Ukraine demonstrate the gradual of humanitarization and humanization in terms of compliance with international standards for observing rights in the application of the national sign language, positive experience in using bilingual educational programs with the active usage of the Ukrainian language and Ukrainian sign language. The features of application the bilingual approach are supported by documents of the regulatory framework (the Law On Education, Regulations on a special school and educational rehabilitation center). Appropriate in this context is the of key competences during the schooling of deaf students who recognize and use the skills of the deaf in sign language. Sign-speaking communicative competence is considered as the key competency, presented in modern development. The content aspect of sign-speaking communicative competence is discovered on the example of Dialogue speech development is revealed and a wide range of language competences is presented. The practical implementation in the activities of special institutions, individual pedagogical workers who own Ukrainian Sign language (USL), representatives of public organizations as the Ukrainian Deaf Society, The Association of Deaf Educators who promote the implementation of bilingualism, since they are based on the achievements of two languages, that are considered not as a problem, an obstacle, but as a resource for enrichment, taking into account the compensatory capabilities, abilities of each deaf student are presented. The presented complexity is reflected in the educational standards of the New Ukrainian School, which are being implemented in Ukraine.

Highlights

PROBLEM STATEMENUnstoppable development of humanitarization and humanization in the educational space of Ukrainian society, the filling of the information component in the content and forms of communicative activity in the context of present-day realities create the need to improve the general education at all levels of the education system of the deaf
We present a separate aspect of the lingual didactic model of the formation the sign-speaking communicative competence
There have been changes caused by information from near and far abroad on the positive experience of using bilingual curricula as a consequence of improving the quality of the educational development of the deaf, which created the need for a rethinking of the role of monolingualism, bilingualism (Ukrainian language and Ukrainian sign language) for deaf people, and developing on this basis key competencies during school education

Summary

Introduction

PROBLEM STATEMENUnstoppable development of humanitarization and humanization in the educational space of Ukrainian society, the filling of the information component in the content and forms of communicative activity in the context of present-day realities create the need to improve the general education at all levels of the education system of the deaf. The humanist and linguistic component occupy a rather significant place in these controlled processes as it motivates using the bilingual approach (Ukrainian language and Ukrainian Sign language), as well as provides the formation of key oral communicative competence as well as ensures the formation of key sign-speaking communicative competence (S-SCC) – the necessary linguistic and socio-cultural component of development (Baykina & Kulbida, 2014; Ivanyusheva & Kulbida, 2013, 2016-2019; Zasenko, 2015) This component provides the humanitarian development of a deaf person, and the mastering of the necessary universal communicative toolkit that is the basis for:. Educational goal in each level of education should take into account the level of such competences and on this basis, to build the student’s advance in the zone of future development in the study of educational disciplines

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