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Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

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The moral case for sign language education.

Hilary Bowman-Smart^1,2, Christopher Gyngell^1,2, Angela Morgan^3,4

¹Biomedical Ethics Research Group, Murdoch Children's Research Institute, 50 Flemington Rd, Parkville, VIC, 3052, Australia.

Monash Bioethics Review

|November 25, 2019

Summary

Making sign languages like Auslan compulsory in schools offers individual benefits and promotes social justice. Integrating sign language supports Deaf culture and addresses educational disparities.

Keywords:

Auslan BSL Deaf culture Education Language education Sign language

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Area of Science:

Education Policy
Linguistics
Social Justice

Background:

Current school curricula often lack sign language education.
Oralist educational approaches have historically marginalized Deaf culture.
Technological advancements like cochlear implants raise complex educational and cultural questions.

Purpose of the Study:

To present a moral argument for compulsory sign language education in schools.
To highlight the multifaceted benefits of integrating sign languages into general curricula.
To advocate for policy changes prioritizing sign language in education.

Main Methods:

Ethical and policy analysis.
Review of benefits for individual learners.
Examination of social justice implications for marginalized groups.
Consideration of cultural impact on Deaf communities.

Main Results:

Learning sign language provides significant cognitive and social advantages.
Mandatory sign language education promotes inclusivity and addresses communication barriers.
Integration supports the flourishing of Deaf culture and mitigates historical educational conflicts.

Conclusions:

There is a compelling moral imperative to include sign languages in school curricula.
Prioritizing sign language education is crucial for social equity and cultural recognition.
Policy proposals for sign language integration warrant serious consideration and implementation.