Dwujęzyczna edukacja współuczestnicząca: ewolucja podejścia do nauczania dwujęzycznego osób głuchych w kierunku międzykulturowości
Sign bilingual and co-enrollment education: evolution of the approach to bilingual education of deaf persons towards interculturalism

Summary/Abstract: In the article the historical background of education of deaf people has been outlined, focusing in detail on the first wave of the bilingual approach, primarily highlighting the significant role of Scandinavian countries: Sweden, Norway and Denmark. It has been emphasized that in these countries the introduction of sign language to the education of the deaf is inextricably linked with legal changes, thanks to which local sign languages are recognized as official or minority languages, thus giving the deaf the right to communicate in their language and to bilingual education. The article also describes the factors that at the beginning of the first decade of the 21st century initiated a process of changes in the bilingual approach to the education of deaf people. Among possible influences mentioned are, among others, the development of medical technology (mainly cochlear implants) and the popularization of this procedure carried out among children with profound hearing loss. The problems that emerged with the introduction of the ideas of integration and inclusion in the education of people with disabilities, including the deaf, have been pointed out. Selected critical opinions on the integration solutions applied in education have been presented and the horizon of contemporary views on multilingualism and multiculturalism has been outlined, referring to the concept of translanguaging, and the need to implement an intercultural approach to deaf education has been outlined. The development of the American TRIPOD program (Toward Rehabilitation Involvement by Parents of the Deaf) - a concept of inclusive teaching that initiated a new approach to the education of deaf children has been described. A lesser-known form of inclusive and intercultural education has been presented, in which sign language and spoken language are used independently in one school, regardless of the hearing level of students. This approach is referred to as sign bilingual and co-enrollment education. The principles of this method have been presented, including the organization of the classroom team and teaching staff, as well as methodological guidelines for the teaching process.

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