Bilingual Communication Method Of Deaf Students In Primary Schools Of Academic Self-concept Impact Study

Bilingual Communication Teaching was the communication mode that affirmed the deaf culture and sign language, and claim that children were teaching by early bilingual education with deaf sign language as their first language to learn the second one-mainstream language. Deaf bilingual education began in the1980s abroad, and proceeded at Chinese deaf education as a new experiment in1990s. The SigAm project that Norwegian Society for the Deaf Foundation cooperated with education circle of Jiangsu Province obtained some achievements from2004to2009, but they were all qualitative. So this investigation combined both qualitative and quantitative research to compare the academic self-concept of deaf pupils used bilingual communication and total communication to find what role that bilingual communication play to deaf ones.Questionnaire used here based on the academic self-concept revised from the "Children Self-concept Questionnaire II(SDQII)"(Marsh,1988). We chose60deaf pupils in the fourth grade and the sixth grade from three primary schools for deaf proceeded SigAm project in Jiangsu Province as research subject, and51deaf pupils in the fourth grade and the sixth grade from other three primary schools for deaf as control subject. Finally we summed up the affecting factors of academic self-concept of deaf pupils through statistical data analysis. It confirmed that bilingual communication play an important role to the positive academic self-concept of deaf pupils. Simultaneity, result from three cases analysis supported the opinion.Through the investigation, the following conclusions can be drawn:1. This study extended the application of SDQII, and the scale performed excellent reliability and validity through trial of older deaf pupils.2. It had different influence that bilingual communication and total communication to the scores and every dimensions of academic self-concept of deaf pupils.3. There was significant gender difference in the academic self-concept between deaf pupils, and girls’better than boys’.4. There was no significant difference in the academic self-concept between the fourth grade and the sixth grade, while in the academic control dimension there was.5. Deaf teachers played a model role in the bilingual communication environment to promote the academic development of deaf pupils, but also their personality.6. Hearing teachers’skill of sign language affected the academic interests and academic recognition of deaf pupils.Based on the above results, we gave the following recommendations to the communication mode to improve academic self-concept of deaf pupils:1. Create a bilingual environment with barrier-free communication to promote the positive academic-self of deaf pupils.2. Enhanced the status of deaf teachers to promote the harmonious development of the school for deaf.3. Sign language should attract public attention. 4. Deaf pupils accessed equal education, to strengthen their self-confidence.