@article{oai:phoenix.repo.nii.ac.jp:00001427,
 author = {上農, 正剛 and うえのう, せいごう and UENOU, Seigou},
 issue = {20},
 journal = {九州保健福祉大学研究紀要, Journal of Kyushu University of Health and Welfare},
 month = {Mar},
 note = {P(論文), The purpose of this paper is to propose the positioning of languages for bilingual education of deaf
children. In recent years, main stream education of deaf children in Japan has shifted from the oral
approach to bilingual education. Most schools for the deaf use voice and sign language during teaching.
This situation, gives rise to two issues. First, there are two types of sign language in Japanese schools
for the deaf: signed Japanese and Japanese sign language (JSL); of those, which language is more suitable
for learning among deaf children? Second, how does sign language contribute to Japanese literacy?
However, these issues are discussed separately and locally. As a result, we cannot apply them to the
education of deaf children in reality. When we discuss these issues, we need to consider mutual
relationship and feasibility. For that purpose, the overall layout of the positioning of languages for
bilingual education is necessary.},
 pages = {35--43},
 title = {聴覚障害児の二言語教育における各言語の位置づけ},
 year = {2019},
 yomi = {ウエノウ, セイゴウ}
}