«This book makes a compelling case for recognising that deaf people have always had, and increasingly will have, diverse language repertoires which must be leveraged with deaf-centered insight for effective education. The plurilingual framework is a refreshing departure from reductionist binaries about language practices and identities entrenched in this field. These scholars inspire us to look and think outside those lines, and to grapple with the reality and potential of language hybridity.»

Rachel L. McKee, Victoria University of Wellington, New Zealand

«This is a powerful book which should be required reading by all working in inclusive education settings and deaf education. The editors and chapter contributors have pulled together a multi-country overview of the successes of sign-language based education, but also a clear-eyed view of the policy failures in multiple countries which have stymied efforts to ensure deaf children receive linguistically appropriate education in their national sign languages. Fortunately, the volume also offers a way forward beyond linguistic monolingualism and towards a new model of plurilingual sign language environments.»

Joseph J. Murray, Gallaudet University, USA

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The plurilingual lens definitely is a welcome addition that will help research and practice in deaf education move forward, which will eventually benefit deaf learners. I agree with the editors that this should be the ultimate goal.

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Maartje De Meulder, HU University of Applied Sciences, Utrecht, The Netherlands, Journal of Sociolinguistics, 2022