@article{oai:kanazawa-u.repo.nii.ac.jp:00000524,
 author = {武居, 渡},
 issue = {4},
 journal = {教育學研究},
 month = {Dec},
 note = {In schools for the deaf, sign language has been banned for a long time because using sign language causes difficulty in acquiring the Japanese language. The subject of sign language has been taboo, but, sign language has become socially recognized and the more achievements in education in Europe and the United States that are reported, the more schools for the deaf have positively adopted sign language in Japan. Naturally, schools for the deaf that have introduced sign language have set their goal "to increase literacy of Japanese" in deaf education. Along with the popularization of fax, email, Internet, closed caption broadcasting service, etc. the deaf have come to obtain much more information than ever, but, Japanese language ability is needed for this. This study reviewed the concept of literacy from the viewpoint of sign language literacy, and then positioned sign language in deaf education. Generally, literacy is considered as the ability to read and write. Based on this, there is no literacy in sign language. Paul pointed out that there are two frameworks in literacy, a reading-comprehension framework and a literary critical framework. In deaf education, teachers have placed emphasis on the reading-comprehension framework in literacy and gave their students guidance in meanings of words, grammar and drill-like sentence construction. In order to develop Japanese ability by sign language, the author considers that it is important to raise the literacy of sign language itself and to improve the critical reading ability. That is, lay the groundwork to acquire Japanese as a second language and enhance the capacity to use sign language to discuss, infer and correct through interactions with friends and teachers. Advanced sign language use ability, however, is indispensable in the approach to learn Japanese from sign language. Many of deaf children have hearing parents, and cannot acquire sign language at their homes. Most deaf children acquire sign language at schools for the deaf where education is provided as part of public education. Whether schools for the deaf positively use sign language or not, the first deaf community where deaf children encounter deaf children, is a school for the deaf. Sign language literacy cannot be raised which leads to Japanese language ability, without schools for the deaf where the group of deaf children is secure., 金沢大学教育学部障害児教育},
 pages = {536--546},
 title = {手話とリテラシー : ろう児の指導法をめぐって(<特集>公教育とリテラシー)},
 volume = {70},
 year = {2003}
}