{"id":2421,"date":"2005-01-01T14:20:35","date_gmt":"2005-01-01T06:20:35","guid":{"rendered":"http:\/\/cslds.org\/v5\/?p=2421"},"modified":"2026-04-21T15:07:22","modified_gmt":"2026-04-21T07:07:22","slug":"promotion-of-deaf-communication-through-hong-kong-sign-language","status":"publish","type":"research_project","link":"https:\/\/cslds.org\/v5\/research_project\/promotion-of-deaf-communication-through-hong-kong-sign-language\/","title":{"rendered":"Promotion of Deaf Communication through Hong Kong Sign Language"},"content":{"rendered":"\r\n<p class=\"wp-block-paragraph\">Date: 01\/01\/2003\u00a0&#8211;\u00a001\/01\/2005<\/p>\r\n\r\n\r\n\r\n<div class=\"wp-block-spacer\" style=\"height: 20px;\" aria-hidden=\"true\">\u00a0<\/div>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><strong>General summary:<\/strong><\/p>\r\n\r\n\r\n\r\n<div class=\"wp-block-spacer\" style=\"height: 15px;\" aria-hidden=\"true\">\u00a0<\/div>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\">\u201cPromotion of Deaf communication through Hong Kong Sign Language\u201d is a Deaf awareness project conducted jointly with a local deaf school and the audiological services section of the Hong Kong Education and Manpower Bureau (EMB).<\/p>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><br \/><strong>Aims:<\/strong><\/p>\r\n\r\n\r\n\r\n<ul class=\"wp-block-list\">\r\n<li>To explore the effect of adopting HKSL as a language of communication in a deaf school setting<\/li>\r\n\r\n\r\n\r\n<li>To help hearing teachers of deaf students and hearing students\u00a0to appreciate the nature of sign language in Deaf communication<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><strong>Activities:<\/strong><\/p>\r\n\r\n\r\n\r\n<ul class=\"wp-block-list\">\r\n<li>The project consists of sign-supported reading programmes, seminars, workshops, and sign language classes for parents, school teachers, hearing students, and an experimental programme adopting Hong Kong Sign Language as the medium of instruction in Chinese lessons.<\/li>\r\n\r\n\r\n\r\n<li>Through classroom observations, researchers investigate the processes involved in the students\u2019 learning activities and the teachers\u2019 readiness to accept natural sign language as a language of communication in various classroom learning situations.<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><strong>Significance:<\/strong><\/p>\r\n\r\n\r\n\r\n<ul class=\"wp-block-list\">\r\n<li>It is the first project in the history of deaf education in Hong Kong that explores the effectiveness of adopting Hong Kong Sign Language as a medium of communication in classroom learning situations.<\/li>\r\n\r\n\r\n\r\n<li>The findings have enhanced parents\u2019 and teachers\u2019 understanding of deaf students\u2019 development in spoken and sign language, and have helped them to re-assess the role played by Hong Kong Sign Language in developing Chinese literacy among deaf students.<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><strong>Research Team:<\/strong><\/p>\r\n\r\n\r\n\r\n<div class=\"wp-block-spacer\" style=\"height: 15px;\" aria-hidden=\"true\">\u00a0<\/div>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><em>Principal investigator:<\/em><br \/>Professor Gladys Tang<\/p>\r\n\r\n\r\n\r\n<div class=\"wp-block-spacer\" style=\"height: 15px;\" aria-hidden=\"true\">\u00a0<\/div>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><em>Advisory board:<\/em><br \/>Representatives from the Centre for Sign Linguistics and Deaf Studies<br \/>Representatives from the audiological services section of the\u00a0Hong Kong\u00a0Education and Manpower Bureau<\/p>\r\n\r\n\r\n\r\n<div class=\"wp-block-spacer\" style=\"height: 15px;\" aria-hidden=\"true\">\u00a0<\/div>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><em>Project co-ordinators:<\/em><br \/>Ms Denise Chan (2004-2005)<br \/>Mr Jafi Lee (2003-2004)<\/p>\r\n\r\n\r\n\r\n<div class=\"wp-block-spacer\" style=\"height: 15px;\" aria-hidden=\"true\">\u00a0<\/div>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><em>Deaf research assistants:<\/em><br \/>Ms Anita Yu (2004-2005)<br \/>Ms Brenda Yu (2003-2005)<br \/>Mr Bruce Au (2003-2004)<br \/>Mr Chan Chi Wai (2003-2005)<br \/>Ms Wai-man Fok (2003-2004)<br \/>Ms Jenny Lam (2003-2005)<br \/>Mr Kenny Chu (2003-2005)<br \/>Mr Pippen Wong (2004-2005)<br \/>Mr Michael Choi (2003-2005)<br \/>Ms Ching Ng(2003-2005)<\/p>\r\n\r\n\r\n\r\n<div class=\"wp-block-spacer\" style=\"height: 15px;\" aria-hidden=\"true\">\u00a0<\/div>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><strong>Output:<\/strong><\/p>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><em>Publications:<\/em><\/p>\r\n\r\n\r\n\r\n<ul class=\"wp-block-list\">\r\n<li>Tang, G., Lam, S. Lee, J., &amp; Chan, D. (2004, December).\u00a0<strong>Effective Learning: A Deaf Sign Language Perspective?<\/strong>\u00a0Paper presented at the 2004 International Conference on Language in Education, Hong Kong Institute of Education.<\/li>\r\n\r\n\r\n\r\n<li>Tang, G. (2005, January).\u00a0<strong>Theoretical Issues in Sign Bilingualism.<\/strong>\u00a0Paper presented at the UNICEF Seminar on Bilingual Education for Deaf Students, Tianjin, China.<\/li>\r\n\r\n\r\n\r\n<li>Tang, G. (2005, January).\u00a0<strong>From Sign Language to Literacy Development of Spoken Language: A Sign Bilingualism Perspective.<\/strong>\u00a0Paper presented at the 4th International Conference on Bilingualism, Jinan University, Guangzhou, China.<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n<p class=\"wp-block-paragraph\"><em>Pedagogical modifications:<\/em><\/p>\r\n\r\n\r\n\r\n<ul class=\"wp-block-list\">\r\n<li>Extending the use of HKSL as a medium of instruction for English, mathematics, and general knowledge, in addition to Chinese<\/li>\r\n\r\n\r\n\r\n<li>Experimenting on developing deaf students\u2019 capability for\u00a0independent learning<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n<figure data-wp-context=\"{&quot;galleryId&quot;:&quot;6aef6d02cf3d4&quot;}\" data-wp-interactive=\"core\/gallery\" class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex\">\r\n<figure 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