In this article, I demonstrate how hybrid language practices allow for children to make use of their full linguistic repertoire in negotiating the social and communicative demands of the school environment (Axelrod in Early Child Educ J, p 1–8, 2014). I argue that the unusual case of classe LSF and École Maternelle Gabriel Sajus directly challenges mainstream progressive assumptions of inclusion that effectively exclude deaf children from their deaf peers. Current so-called progressive models of inclusion often isolate deaf learners in mainstream classroom settings with non-deaf classmates and adults. Classe LSF and École Maternelle Gabriel Sajus offers insights for rethinking inclusion in early childhood classrooms in the ways that it provokes us to consider the inclusive potential of hybrid linguistic spaces for bilingual learners.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology