赵泓.融合教育中听障儿童"回流"现象思考[J].现代特殊教育, 2018,(01): 21-23.

Humphries T, Kushalnagar P, Mathur G, et al. Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches[J]. Harm Reduction Journal, 2012, 9(1): 16-16.

Lillo-Martin D, Koulidobrova H, Quadros R, et al. Bilingual language synthesis: evidence from WH-questions in bimodal bilin-guals[C].Proceedings of the 36th annual Boston University Conference on Language Development. 2012.302-314.

Schick B. Advances in the Sign Language Development of Deaf Children[M]. United Kingdom: Oxford University Press, 2005.3-20.

Antia SD, Metz K. Co-enrolment in the United States: A critical analysis of benefits and challenges[M].Marschark M, Tang G, Knoors H. Bilingualism and bilingual education. New York: Oxford University Press, 2014.424-444.

Kirchner CJ. Co-enrollment: An effective answer to the mainstream debacle[M]. Gallaudet University Press, 2004.161-174.

邓慧兰.手语双语共融教育的基础与历史发展[J]. 现代特殊教育, 2014,(10): 8-10.

Humphries T, Kushalnagar P, Mathur G, et al. Support for parents of deaf children: Common questions and informed, evidence-based answers[J]. International Journal of Pediatric Otorhinolaryngology, 2019, 118: 134-142.

Tang G, Yiu C. Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study[M]. New York: Oxford University Press, 2015.197-217.

Tang G, Lam S, Yiu C. Language Development of Deaf Children in a Sign Bilingual and Co-enrollment Environment[M]. New York: Oxford University Press, 2014.313-341.

Tang G, Yiu C, Lam S. Awareness of Hong Kong Sign Language and Manually Coded Chinese by Deaf Students Learning in a Sign Bilingual and Co-enrollment Setting[M]. Educating Deaf Learners: Creating a Global Evidence Base. Oxford University Press, 2015.117-148.

Tang G, Li J. Acquisition of Classifier Constructions in HKSL by Bimodal Bilingual Deaf Children of Hearing Parents[J]. Frontiers in Psychology, 2018,9: 1148-1148.

Li Q, Tang G. Chinese vocabulary development of deaf and hearing children in a sign-bilingualism and coenrollment program in Hong Kong[M]. Washington, DC.: Gallaudet University Press, 2020.352-378.

Li H, Rao N, Tse SK. Bridging the gap: a longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition[J]. Early Years, 2011, 31(1): 57-70.

Tang G, Li Q, Li J, et al. Chinese Grammatical Development of Deaf and Hard of Hearing Children in a Sign Bilingualism and Coenrollment Program[J]. American Annals of the Deaf, 2023, 167(5): 675-699.

Wong F, Tang G, Li Q, et al. Literacy Learning of Deaf and Hearing Preschoolers in a Sign Bilingual, Coenrollment Setting in Hong Kong[J]. American Annals of the Deaf, 2021, 166(4): 527-553.

Yiu C, Tang G. Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-enrollment Environment[M]. New York: Oxford University Press, 2014.342-367.

Yiu C, Tang G, Ho CM. Essential Ingredients for Sign Bilingualism and Co-Enrollment Education in the Hong Kong Context[M]. New York: Oxford University Press, 2019. 83-C5.115.

Tang G, Yiu C, Lee K, et al. Two Languages are Better than One: Establishing Inclusive Education for the Deaf and Hard-of-Hearing Children in Hong Kong Using a Sign Bilingualism and Co-enrollment Approach[J]. Brain Child, 2022, 21(1): 9-30.