The moral case for sign language education

Hilary Bowman-Smart,Christopher Gyngell,Julian Savulescu,Angela Morgan

doi:10.1007/s40592-019-00101-0

Abstract

Here, a moral case is presented as to why sign languages such as Auslan should be made compulsory in general school curricula. Firstly, there are significant benefits that accrue to individuals from learning sign language. Secondly, sign language education is a matter of justice; the normalisation of sign language education and use would particularly benefit marginalised groups, such as those living with a communication disability. Finally, the integration of sign languages into the curricula would enable the flourishing of Deaf culture and go some way to resolving the tensions that have arisen from the promotion of oralist education facilitated by technologies such as cochlear implants. There are important reasons to further pursue policy proposals regarding the prioritisation of sign language in school curricula.

Highlights

Learning another language is a life goal for many
We will focus on English-speaking countries as examples, Australia and the United Kingdom (UK)
There are a number of reasons why there is a strong moral claim for sign language to be compulsory, or at least highly prioritised, in the school curriculum

Summary

Introduction

Learning another language is a life goal for many. We generally think that doing so is a form of self-improvement. We argue that sign languages should be compulsorily integrated into the school curriculum, whether primary, secondary, or both This would make sign language education accessible to both hearing and deaf or hard-of-hearing students. We will focus on English-speaking countries as examples, Australia (with Auslan) and the UK (with BSL) In these two countries in particular, sign language education has been the matter of recent public debate. Widespread knowledge of sign language would benefit numerous groups who are already disadvantaged, such as those with a communication disability, those who are congenitally deaf or hard-of-hearing These individuals are at risk for social isolation, stigmatisation, loss of independence, poorer literacy and academic outcomes, underemployment, and overrepresentation in the juvenile justice system Sign languages should be much more widely taught than they are so that they are among the most widely taught languages

Benefits to the individual

Justice

Findings

Conclusion