In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds.The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.

Preface1. Bilingualism and Bilingual Deaf Education: Time To Take StockHarry Knoors, Gladys Tang, and Marc MarscharkPart 1. Linguistic, Cognitive and Social Foundations2. Language Development and Language Interaction in Sign Bilingual Language AcquisitionCarolina Plaza-Pust3. Language Acquisition by Bilingual Deaf Preschoolers: Theoretical, Methodological Issues and Empirical DataPasquale Rinaldi, Maria Cristina Caselli, Daniela Onofrio, and Virginia Volterra4. Bimodal Bilingual Cross-Language Interaction: Pieces of the PuzzleEllen Ormel and Marcel Giezen5. Sign Language and Reading Comprehension: No Automatic TransferDaniel Holzinger and Johannes Fellinger6. The Influence of Communication Mode on Language Development in Children with Cochlear ImplantsElizabeth Walker and Bruce Tomblin7. Psychosocial Development in Deaf and Hard-of-Hearing Children in the 21st Century: Opportunities and ChallengesManfred Hintermair8. Bilingualism and Bimodal Bilingualism in Deaf People: A Neurolinguistic ApproachAna Mineiro, Maria Vânia Silva Nunes, Mara Moita, Sónia Silva, and Alexandre Castro-CaldasPart 2. Education9. Navigating Two Languages in the Classroom: Goals, Evidence, and OutcomesMarc Marschark and ChongMin Lee10. Improving Reading Instruction to Deaf and Hard-of-Hearing StudentsLoes Wauters and Annet de Klerk11. Quality of Instruction in Bilingual Schools for Deaf Children: Through the Children's Eyes and the Camera's LensDaan Hermans, Loes Wauters, Annet de Klerk, and Harry Knoors12. Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe: Implications for Professional Development and TrainingRuth Swanwick, Ola Hendar, Jesper Dammeyer, Ann-Elise Kristoffersen, Jackie Salter, and Eva SimonsenPart 3. Bilingual education in co-enrollment settings13. Language Development of Severe to Profoundly Deaf Children Studying in a Sign Bilingual and Co-Enrollment EnvironmentGladys Tang, Scholastica Lam, and Kun-man Chris Yiu14. Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-Enrollment EnvironmentKun-man Chris Yiu and Gladys Tang15. Sign Bilingual and Co-Enrollment Education for Children with Cochlear Implants in Madrid, Spain: A Case StudyMar Pérez Martin, Marian Valmaseda Balanzategui, and Gary Morgan16. The Twinschool: A Co-Enrollment Program in the NetherlandsDaan Hermans, Annet de Klerk, Loes Wauters, and Harry Knoors17. Co-Enrollment in the United States: A Critical Analysis of Benefits and ChallengesShirin Antia and Kelly K. MetzEpilogue18. Perspectives on Bilingualism and Bilingual Education for Deaf LearnersMarc Marschark, Harry Knoors, and Gladys Tang