"Bilingual Bicultural education is first and foremost an empowering education". "An empowering education teaches Deaf students to develop the confidence necessary to exercise their basic rights, accept their responsibilities, to advocate and to learn to participate in the decision making process."

Bilingual Bicultural education for Deaf students must reflect this both in its teaching and in the very structure of the bilingual bicultural program. That is, bilingual bicultural programs must reflect an empowering environment for Deaf students where Deaf and hearing staff model:
a) respect for one another
b) collaboration in decision making and
c) advocacy for the rights of Deaf individuals within and outside of the school system.

While there are many different models of how bilingual bicultural education could be implemented, all of them must have at its basis, a structure that reflects Deaf empowerment. This necessitates a model that incorporates the school environment, the residence, the home, the Deaf community and the hearing community. Together they can create an enriching bilingual bicultural experience to encourage Deaf students who take active roles in their communities as empowered citizens of our society.

The School Environment

* Deaf and hearing teachers would be using natural, fully accessible language with Deaf students; American Sign Language (ASL) or Langue des Signes Quebequoise (LSQ), for conversation and instruction throughout the day, whether they teach in the same classroom or in different classrooms.

* They would collaborate with one another whether they teach in the same classroom or in different classrooms. The system would be structured to encourage this collaboration among all Deaf and hearing staff. This means that both Deaf and hearing people have a role in developing and promoting the cultural needs of their students. There is no division of responsibility in demonstrating respect and appreciation for Deaf culture.

* ASL would be recognized as the language of conversation, of instruction for all subjects and as a language that requires instruction of its own linguistics, its own literature (ASL poetry, stories, drama, tales and legends by Deaf people in ASL) as well as Deaf literature (by Deaf people in written English about Deaf experience).

* ASL literature would not occupy the margins of the curriculum. It would be integral to the program.

* The school environment would also provide much written English through printed materials in texts, computers, on blackboards, the visual PA system, through notes and TTYs. English literature would also play a key role and would be shared in print and through stories told in ASL.

* Deaf culture would not only be part of the curriculum from preschool through high school. It would be reflected in how decisions were made and in the school environment beyond the classrooms (such as in the hallways, lunchroom, and playgrounds) as well as in the residence and at home.

* In a true bilingual bicultural environment staff have an understanding of first and second language acquisition principles which they can apply to their instruction in the classroom.

* Staff in bilingual bicultural schools for Deaf students must be knowledgeable about deaf issues, Deaf history and Deaf culture. These become an integral part of the children's education and must be integrated throughout the curriculum. Some examples include, knowledge of Deaf rights, Deaf experience, Deaf historical figures and events prominent Deaf individuals and groups such as Deaf clubs, Deaf Olympics and the World Federation of the Deaf.

* The school environment must be equipped flashing lights for doorbells and alarm systems and with TTY's and flashing lights for them so that all phones provide equal access for Deaf and hearing individuals on the campus, including rooms such as board rooms, offices, etc. This provides access on the campus and an important model for children and parents regarding how to ensure full access in the home as well.

* The bilingual bicultural school environment must also ensure availability of full time interpreters for meetings with staff, parents, students and visitors.

* Extra curricular activities are a vital component of school life and learning. Students love participating in Deaf sports teams, playing against each other in the provincial schools and against other hearing teams as well. These sports teams must be promoted. In the past, Deaf high school teams have played against hearing high school teams. Deaf teams have won championship games such as in football.

* Bilingual Bicultural education is about providing a fully accessible environment for the child in which he/she can be a fully participating member. It is not about whether or not to provide speech for a child. A fully accessible language is needed for the child to acquire world knowledge. In a learning environment the child has the right to learn without barriers. The right to learn speech is in addition to the child's right to learn new information without barriers in the classroom. Speech should not take precedence over the need to ensure a fully accessible learning environment for all subjects (including ASL literature, written English, geography, math, etc.) for all students. However, if a child wants to learn speech, that is their right. It should be provided in a way that does not interfere with the classroom curriculum and full accessibility for all students. The classroom focus should be on the learning of world knowledge for all students.

Residence/ Home

* Families can take advantage of many services in the community which support the bilingual nurturance of their child's development. ASL classes are available through the Canadian Hearing Society and through some agencies that provide Deaf services. A qualified Deaf ASL instructor may be hired by the family for personal instruction. Some Provincial Schools Resources offer sign language classes. When a family from another country immigrates to Canada, English as a second language instruction classes are subsidized by the federal government for both children and adults. They have a right to have English language instruction available to them and to communicate in Canada with depth and ease. Similarly, parents of a Deaf child whose most accessible language is ASL, have a right to communicate with depth and ease with their child. ASL classes ought to be subsidized for these families. Families can contact their local clubs to consider subsidizing ASL classes.

* Families can also hire a Deaf baby-sitter to provide a good language model for their child at a young age and to be a natural role model for the child and his/her family. Families must be sure to check out references as is true for any baby-sitting situation.

* Visual technology in the home or residence is a key component for full access and full participation in home life. Visual technology to be installed, includes TV caption decoders, TTY's, flashing lights for the doorbell and phone ringing. These are available through the Assistive Device Plan. Every five years they pay up to 75 percent for a TTY for a Deaf individual.

* Families are encouraged and welcome to participate in activities that include other Deaf children and Deaf adults. Examples are sports events, parties, ASL storytelling nights, summer camp and the many other Deaf community events.

* Families and residence are also key in providing a literature rich home environment. Access to much ASL Storytelling is critical and can be achieved by borrowing ASL storytelling videotapes from provincial resource services library, and perhaps your local library and purchasing ASL videotapes from the Canadian Cultural Society of the Deaf Book Store and by going frequently to Deaf community events.

* Providing much visual written English is critical such as can be found through the use of TV caption decoders, TTY, written notes explaining where you are going or just notes for fun!

Deaf Community

* Bilingual bicultural education necessarily involves the Deaf community since they are the backbone of and support for Deaf children and their families. The Deaf community uses ASL and so it naturally provides a free flow of communication for Deaf children. Families of Deaf children are welcomed and supported.

* The Deaf community runs organizations such as Sports Associations, Cultural Associations and Deaf Associations. Community events are organized throughout the year including Deaf sports, ASL storytelling, community celebrations, etc.

* The community advocates for the rights of Deaf people and celebrates Deaf culture, ASL as a language and its literature. The Deaf community is a vital resource for any bilingual bicultural school for the Deaf, for Deaf children and for their families.

Hearing Community

* Local libraries can establish ASL centres with ASL storytelling videotapes, Deaf authors, Deaf publications (such as Silent News, DeafNation) and information about Deaf issues of concern and interest such as cochlear implants including a Deaf perspective.

* Libraries can arrange ASL storytelling time with interpreters so that hearing as well as Deaf children can enjoy the ASL stories at the library.

* Libraries can be equipped with Deaf Heritage Kits available fall, 1999

* Local city halls can be contacted to establish a separate fund to pay for interpreting costs for recreational classes such as cooking and quilting and for any special events such as parties or special guests. A contact person should be appointed to book an interpreter when needed in the community for these activities or events.

* Deaf presenters can be contacted through the Deaf community organizations to provide information on Deaf culture, the Deaf community, etc.

Conclusion

The examples cited here are by no means exhaustive. They provide some indication of the many ways in which the home/residence, the school, the Deaf and hearing communities can provide accessible and enriching environments for every Deaf child. In so doing, Deaf children can enrich these environments with their full and active participation.

Bilingual bicultural education is about the learning of two languages and two cultures. It is about appreciation of who we are and acceptance and appreciation of others. It is about understanding our own cultural values as well as others. It is about digging deep into ourselves to understand and develop our full abilities and becoming empowered to express them fully. Through this empowering education, we can meet the world with the wholes of who we are.

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