Daigle, D., A.-M. Parisot et C. Plaza Pust (2007) «The metalinguistic transfer hypothesis and the bilingual approach in deaf education», colloque "Cross-modal bilingualism: New perspectives on variation and evaluation", 6th International Symposium on Bilingualism (ISB6), Hamburg, 1er juin.

Résumé :
The bilingual approach in deaf children's education is now used in many different countries. This approach is based on the use of sign language as the classroom language and, in some programs, as a study subject. One of the main premises of this approach relates to the hypothetical beneficial effect of sign language in reading/writing acquisition. If indeed different studies have shown a positive correlation between sign language competency and written performances (Padden et Ramsey, 1998; Hoffmeister, 2000; Strong et Prinz, 2000), the nature of the relation between languages is not clearly defined. One hypothesis that could take account for this link is founded on Cummins interdependent theory (1991) and could be named the metalinguistic transfer hypothesis. Instead of looking at the linguistic competencies that could account for reading/writing acquisition, this hypothesis would explain reading/writing acquisition in terms of metalinguistic transfer of knowledge initially from the sign language to the written language and would allow eventually the opposite transfer. The purpose of this presentation is to present two different bilingual programs, one held in Berlin, the other one in Montréal. After presenting the main characteristics of the programs and the longitudinal research results gathered until now, we will analyse both educational setting in the light of the metalinguistic transfer hypothesis.