Foreign languages are linguistic tools that allow access to various resources in the global world. However, access to foreign language education for K-12 deaf students is restricted because deaf students are often disqualified from foreign language courses based on presumed disability status. This study identifies ideologies underpinning education policies that limit foreign language education for K-12 deaf students and compares Türkiye and the United States. The study employs a qualitative approach and analyzes both countries' constitutions, education laws, and education regulations through critical discourse analysis based on the theories of linguistic human rights and Bourdieu’s forms of capital. Findings reveal ideological contradictions concerning deafness and language education for deaf learners, restricting access to foreign language education for K-12 deaf students in both countries.
Comparative policy analysis Deaf students Foreign language education Türkiye United States
Birincil Dil | İngilizce |
---|---|
Konular | Eğitim Üzerine Çalışmalar (Diğer) |
Bölüm | Araştırma Makaleleri |
Yazarlar | |
Erken Görünüm Tarihi | 29 Haziran 2024 |
Yayımlanma Tarihi | 24 Eylül 2024 |
Gönderilme Tarihi | 27 Mart 2024 |
Kabul Tarihi | 12 Haziran 2024 |
Yayımlandığı Sayı | Yıl 2024 Cilt: 6 Sayı: 2 |
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