Introduction

In the multilingual society of Hong Kong, there is a growing recognition of the benefits of sign language in education, healthcare, and community services. Studies suggest that sign language can play a valuable role in supporting the development of communication skills in young children, including those with special needs. Additionally, advances in AI and machine translation technologies are opening up new possibilities for sign language recognition and production, improving information accessibility for the wider community. As interest in sign language continues to rise, the government has taken steps to promote the integration of Hong Kong Sign Language (HKSL) into public communication, recognizing its potential to enrich social and linguistic diversity. There is increasing exploration of how sign language can enhance cultural understanding, support bilingual and multilingual development, and contribute to creativity and social cohesion.

What is Bimodal Bilingualism?
Bimodal bilingualism is a relatively new concept in sign language research. It refers to the ability to communicate effectively in both auditory-aural (spoken) and visual-gestural (signed) languages, using two distinct modalities to function bilingually.

B.A. Programme in Bimodal Bilingual Studies

The B.A. Programme in Bimodal Bilingual Studies is the first of its kind in Asia, created to drive social, educational, and technological innovations in sign language and sign bilingualism. This two-year top-up degree is designed to prepare students to become leaders in their fields, using both spoken and signed languages to enhance communication accessibility across diverse industries.

Programme Structure:

• Language Core: Students will develop proficiency in Hong Kong Sign Language (HKSL) through a series of courses designed to bring them to a B2 level according to the Common European Framework of Reference for Languages (CEFR). They will also explore the linguistics of both signed and spoken languages, comparing their grammatical structures and examining how children and adults develop bilingualism in auditory-aural and visual-gestural modalities.
• Interdisciplinary Training: This programme examines how cross-linguistic research in both signed and spoken languages contributes to advancements in diverse fields, including education, speech and language therapy, social work, interpretation, neuroscience, computer engineering, as well as child and elderly care services.
• Experiential Learning: This programme emphasizes experiential learning as essential for developing lifelong skills to navigate the challenges of a diverse society. Integrated into the curriculum are local service-learning projects, field studies outside Hong Kong, and a global summer internship, providing students with valuable international work experience.

Career Prospects

Graduates of this programme will be well-equipped to pursue careers in a wide range of professional, educational, clinical, cultural, and business environments. They will be ready to develop their careers or continue their studies in fields such as:

• Education
• Social Work
• Interpretation
• Culture and the Arts
• Communications
• Healthcare
• Speech and Language Therapy
• Audiology
• Environmental, Social, and Governance (ESG) consulting

Applicable to students admitted in 2024-25

Major Programme Requirement (for Associate Degree or Higher Diploma holders)

Students are required to complete a minimum of 57 units of courses as follows:

Explanatory Note:

1. BMBL, CHED, EDUC, HKSL, LING, SLPA, SOWK and TRAN courses at 2000 and above level as included in the Major Programme Requirement will be included in the calculation of Major GPA for honours classification.
2. For students whose native language is Hong Kong Sign Language (HKSL) or who possess equivalent competence in HKSL, subject to the approval of the Major Department, they should take course(s) of a language other than English, Chinese and HKSL, and LING courses in place of the HKSL courses, as specified below:

Applicable to students admitted in 2025-26 [Subject to the approval of the University]

Major Programme Requirement (for Associate Degree or Higher Diploma holders)

Students are required to complete a minimum of 51 units of courses as follows:

Explanatory Note:

1. BMBL, CHED, EDUC, HKSL, LING, SLPA, SOWK and TRAN courses at 2000 and above level as included in the Major Programme Requirement will be included in the calculation of Major GPA for honours classification.
2. For students whose native language is Hong Kong Sign Language (HKSL) or who possess equivalent competence in HKSL, subject to the approval of the Major Department, they can take either an option of (a) and (b), or a combination of (a) to (c): (a) courses for a modern language other than English, Chinese, and HKSL;
   (b) courses listed under the above study scheme, and/or courses prefixed LING with not more than six units at the level of 1000; (c) up to three units of BMBL4000 taken in the first three terms of study, in place of the HKSL courses, as specified below:

Appliable to students admitted in 2025-26 [Subject to the approval of the university]

* New course

BMBL1001 Introduction to Sign Language and Bimodal Bilingualism (Course Outline)
This course introduces the history of sign language research and how the findings gradually transform our understanding of sign language in human cognition, as well as human interaction in different sociolinguistic contexts. Key concepts to be introduced include sign language and gesture, natural sign language versus manually coded spoken language, sign language and spoken language grammars, deafness and sign language, sign language acquisition, unimodal bilingualism and bimodal bilingualism.

BMBL2001 Sign Linguistics I: Phonetics and Phonology
This course presents an overview of the major research findings related to phonetics and phonology in sign language in the past few decades. Topics to be covered include the transcription systems for the formational parameters of individual signs, perceptual and physiological systems underlying the production of signs, markedness in sign language phonology, phonological processes that result in historical changes and lexical variations, as well as different theoretical frameworks that have been put forward to account for the major parameters and syllable structures in sign language phonology.

Prerequisite: HKSL1000, 2000, 2001, 2050, 3000, 3001, 3002 or 3050.

BMBL2002 Sign Linguistics II: Morphology and Morpho-syntax (Course Outline)
This course provides an overview of the major linguistic issues related to morphology and morpho-syntax in sign linguistics, with particular focus on how sign languages resemble and differ from spoken languages in these grammatical aspects. Areas to be covered include different word classes, word formation strategies, agreement, tense, aspect and modality, classifier constructions, the use of non-manuals at the morphological levels, and lexicalization/grammaticalization of gestures in sign languages

Prerequisite: HKSL1000, 2000, 2001, 2050, 3000, 3001, 3002 or 3050.

BMBL 2003 Sign Linguistics III: Syntax, Semantics and Pragmatics
This course provides an overview of the major linguistic issues related to syntax, semantics and pragmatics in sign linguistics, with particular focus on how sign languages resemble and differ from spoken languages in these grammatical aspects. Areas to be covered include word order of simple sentences, nominal structures and relative clauses, complex sentences involving coordination and subordination, interrogation, negation, constructed actions, metaphors, use of space, lexical semantics, information structure and communicative interactions.

Prerequisite: HKSL1000, 2000, 2001, 2050, 3000, 3001, 3002 or 3050.

BMBL3001 Sign Language in Education (Course Outline)
This course explores the impact of sign linguistics research on the shaping of new directions in education, in particular, the issue of language in education and the benefits of sign language in educating students with diverse abilities. Factors to be covered include society’s perception about minority languages in bilingual education, attitudes towards and use of oral, written as well as the various modes of signing in different educational settings, code choice, code switching and code blending in bimodal bilingual communication, as well as effects of sign language on children’s literacy, cognitive and sociopsychological development.

Prerequisite: HKSL1000, 2000, 2001, 2050, 3000, 3001, 3002 or 3050.

BMBL3002 Introduction to Sign Language Interpreting
This course aims to provide a first introduction to sign interpreting to students with no prior training of the subject. Different modes of interpreting (e.g. sight translation, consecutive interpreting, simultaneous interpreting) and different models of sign language interpreting will be discussed. Discourses commonly found in local sign interpretation will be introduced (e.g. health, education, legal, social work, business and government, etc.). As an international development, the roles of Deaf interpreters to serve a broader purpose of communication are highlighted. Students are expected to be able to compare the development of local sign interpreting to that of Mainland China, Macau, and other countries.

Prerequisite: HKSL2000, 2001, 2050, 3000, 3001, 3002 or 3050.

BMBL2004 Language Acquisition of Deaf Children 
This course examines how deaf children acquire sign and spoken languages in either a monolingual or a bimodal bilingual fashion. In the Hong Kong context, emphasis is on how deaf children acquire the sound segments, tones, as well as grammar of Cantonese and Mandarin Chinese on the one hand, and the acquisition of Hong Kong Sign Language in the areas of sign phonology, morphology, word order, and classifier constructions on the other. Acquisition studies of other sign languages as reported in the literature will also be covered, to support the premise that the processes of language acquisition as revealed by deaf children are universal.

Prerequisite: Completion of HKSL Level IV

BMBL4101 Research Project I
Students prepare for a research project that tackles an issue in sign linguistics. Depending on the nature of research, the phenomenon can be investigated either individually or in pairs, and, in the latter situation, students need to seek permission from the research supervisor and generate their own report for assessment. Assessment of this course is based on a concrete research report, inclusive of identification of a topic, justifications for choosing the topic especially how it potentially addresses theoretical issues in sign linguistics, or resolves certain social problems and creates an impact in society, a detailed summary of previous literature, a list of research questions and hypotheses, research design and methodology, and, if possible, some preliminary data description.

BMBL4102 Research Project II
This course is a continuation of Research Project I. Students are expected to produce a detailed research report based on the topic identified for Research Project I. The research report should be a substantial expansion of the piece of work compiled for Research Project I, added to it at this stage of report writing are data presentation and description with sufficient details, a critical analysis and interpretation of data, insightful discussions with strong argumentation, as well as some suggested solutions to the problem. There should be a section detailing the social impact of the research especially how the findings can be translated into certain practices leading to advancement in the social conditions of sign language and the population of deaf people.

Prerequisite: BMBL4101.

BMBL4201 Service Learning I (Course Outline)
This course requires students to serve as a volunteer worker in an organization that involves use and promotion of sign language or bimodal bilingualism, and to gain the experiences and know-how they might need in their future career. Such an organization may be a social enterprise, a service provider, an NGO or any organization that supports sign language users as their service consumers or staff members. The organization must have a close relationship with the Deaf community. Students are required to justify why their professional interest can be further enlightened by the service-learning experiences. There will be a service-learning supervisor to guide students in the preparation of the service-learning programme.

Prerequisite: HKSL3000, 3001, 3002 or 3050.

BMBL4202 Service Learning II 
This course expects students to render at least 90 hours of voluntary service to an organization that uses and promotes sign language and bimodal bilingualism. Such an organization may be a social enterprise, a service provider, an NGO or any organization that supports sign language users as their service consumers or staff members. The organization must have a close relationship with the Deaf community. Students wishing to identify an organization on their own for their voluntary service must seek approval from the service learning supervisor beforehand. The programme may offer a certain number of service learning slots each year but interviews are necessary. There will be a service-learning supervisor to guide students in the preparation of the service-learning programme and a manager from the organization to support their involvement during the service learning period. Students are expected to share their experiences with their classmates at the end of the course.

Prerequisite: BMBL4201.

To be effective in 2025-26, subject to the approval of the University

BMBL1001 Introduction to Sign Language and Bimodal Bilingualism (Course Outline)
This course introduces the history of sign language research and how the findings gradually transform our understanding of sign language in human cognition, as well as human interaction in different sociolinguistic contexts. Key concepts to be introduced include sign language and gesture, natural sign language versus manually coded spoken language, sign language and spoken language grammars, deafness and sign language, sign language acquisition, unimodal bilingualism and bimodal bilingualism.

BMBL1002 Sign Language in Education (Course Outline)
This course explores the impact of sign linguistics research on the shaping of new directions in education, in particular, the issue of language in education and the benefits of sign language in educating students with diverse abilities. Factors to be covered include society’s perception about minority languages in bilingual education, attitudes towards and use of oral, written as well as the various modes of signing in different educational settings, code choice, code switching and code blending in bimodal bilingual communication, as well as effects of sign language on children’s literacy, cognitive and sociopsychological development.

BMBL2001 Sign Linguistics I: Phonetics and Phonology
This course presents an overview of the major research findings related to phonetics and phonology in sign language in the past few decades. Topics to be covered include the transcription systems for the formational parameters of individual signs, perceptual and physiological systems underlying the production of signs, markedness in sign language phonology, phonological processes that result in historical changes and lexical variations, as well as different theoretical frameworks that have been put forward to account for the major parameters and syllable structures in sign language phonology.

Prerequisite: HKSL Level II or above.

BMBL2002 Sign Linguistics II: Morphology and Morpho-syntax (Course Outline)
This course provides an overview of the major linguistic issues related to morphology and morpho-syntax in sign linguistics, with particular focus on how sign languages resemble and differ from spoken languages in these grammatical aspects. Areas to be covered include different word classes, word formation strategies, agreement, tense, aspect and modality, classifier constructions, the use of non-manuals at the morphological levels, and lexicalization/grammaticalization of gestures in sign languages

Prerequisite: HKSL Level II or above.

BMBL2003 Sign Linguistics III: Syntax, Semantics and Pragmatics
This course provides an overview of the major linguistic issues related to syntax, semantics and pragmatics in sign linguistics, with particular focus on how sign languages resemble and differ from spoken languages in these grammatical aspects. Areas to be covered include word order of simple sentences, nominal structures and relative clauses, complex sentences involving coordination and subordination, interrogation, negation, constructed actions, metaphors, use of space, lexical semantics, information structure and communicative interactions.

Prerequisite: HKSL Level IV or above.

BMBL2004 Language Acquisition of Deaf Children 
This course examines how deaf children acquire sign and spoken languages in either a monolingual or a bimodal bilingual fashion. In the Hong Kong context, emphasis is on how deaf children acquire the sound segments, tones, as well as grammar of Cantonese and Mandarin Chinese on the one hand, and the acquisition of Hong Kong Sign Language in the areas of sign phonology, morphology, word order, and classifier constructions on the other. Acquisition studies of other sign languages as reported in the literature will also be covered, to support the premise that the processes of language acquisition as revealed by deaf children are universal.

Prerequisite: HKSL Level IV or above.

BMBL2005* Sign Language and the Mind
[A new course to be offered in 2025-26, subject to the approval of the University. Course description to be provided.]

BMBL3002 Introduction to Sign Language Interpreting
This course aims to provide a first introduction to sign interpreting to students with no prior training of the subject. Different modes of interpreting (e.g. sight translation, consecutive interpreting, simultaneous interpreting) and different models of sign language interpreting will be discussed. Discourses commonly found in local sign interpretation will be introduced (e.g. health, education, legal, social work, business and government, etc.). As an international development, the roles of Deaf interpreters to serve a broader purpose of communication are highlighted. Students are expected to be able to compare the development of local sign interpreting to that of Mainland China, Macau, and other countries.

Prerequisite: HKSL Level IV or above.

BMBL3003* Special Topics in Sign Language Studies
[A new course to be offered in 2025-26, subject to the approval of the University. Course description to be provided.]

BMBL4000* Sign Language Research Internship
[A new course to be offered in 2025-26, subject to the approval of the University. Course description to be provided

BMBL4101 Research Project I
Students prepare for a research project that tackles an issue in sign linguistics. Depending on the nature of research, the phenomenon can be investigated either individually or in pairs, and, in the latter situation, students need to seek permission from the research supervisor and generate their own report for assessment. Assessment of this course is based on a concrete research report, inclusive of identification of a topic, justifications for choosing the topic especially how it potentially addresses theoretical issues in sign linguistics, or resolves certain social problems and creates an impact in society, a detailed summary of previous literature, a list of research questions and hypotheses, research design and methodology, and, if possible, some preliminary data description.

BMBL4102 Research Project II
This course is a continuation of Research Project I. Students are expected to produce a detailed research report based on the topic identified for Research Project I. The research report should be a substantial expansion of the piece of work compiled for Research Project I, added to it at this stage of report writing are data presentation and description with sufficient details, a critical analysis and interpretation of data, insightful discussions with strong argumentation, as well as some suggested solutions to the problem. There should be a section detailing the social impact of the research especially how the findings can be translated into certain practices leading to advancement in the social conditions of sign language and the population of deaf people.

Prerequisite: BMBL4101.

BMBL4201 Service Learning I (Course Outline)
This course requires students to serve as a volunteer worker in an organization that involves use and promotion of sign language or bimodal bilingualism, and to gain the experiences and know-how they might need in their future career. Such an organization may be a social enterprise, a service provider, an NGO or any organization that supports sign language users as their service consumers or staff members. The organization must have a close relationship with the Deaf community. Students are required to justify why their professional interest can be further enlightened by the service-learning experiences. There will be a service-learning supervisor to guide students in the preparation of the service-learning programme.

Prerequisite: HKSL Level IV or above.

BMBL4202 Service Learning II 
This course expects students to render at least 90 hours of voluntary service to an organization that uses and promotes sign language and bimodal bilingualism. Such an organization may be a social enterprise, a service provider, an NGO or any organization that supports sign language users as their service consumers or staff members. The organization must have a close relationship with the Deaf community. Students wishing to identify an organization on their own for their voluntary service must seek approval from the service learning supervisor beforehand. The programme may offer a certain number of service learning slots each year but interviews are necessary. There will be a service-learning supervisor to guide students in the preparation of the service-learning programme and a manager from the organization to support their involvement during the service learning period. Students are expected to share their experiences with their classmates at the end of the course.

Prerequisite: BMBL4201.

Upon completing the programme, students will:

1. Achieve a new understanding of how knowledge of language is organized and transmitted through the visual-spatial modality, as opposed to spoken languages, organized and transmitted in fundamentally different ways;
   
   
2. Appreciate how this new understanding can potentially transform the society’s perception about sign language, giving it a linguistic status that is equal to spoken languages;
   
   
3. Be able to evaluate critically the development of bimodal bilingualism in society from the perspective of information accessibility and effective communication in domains of education, social and public communication, child care, counselling and clinical services; and
   
   
4. Be proficient in spoken and sign languages in order to undertake responsibilities in professional settings which call for such linguistic skills.

Graduates of this programme will be well-equipped to pursue careers in a wide range of professional, educational, clinical, cultural, and business environments. They will be ready to develop their careers or continue their studies in fields such as:

• Education
• Social Work
• Interpretation
• Culture and the Arts
• Communications
• Healthcare
• Speech and Language Therapy
• Audiology
• Environmental, Social, and Governance (ESG) consulting

Applicants shall be eligible to apply for admission if they

1. have successfully completed a local course of study leading to the qualification of associate degree / higher diploma, and
2. have attained an acceptable level of proficiency in English and Chinese languages.

Please visit the homepage of the Office of Admissions and Financial Aid for non-JUPAS senior year admission. (http://admission.cuhk.edu.hk/non-jupas-senior/requirements.html)