This critical resource provides foundational information and practical strategies for d/Deaf or hard of hearing (d/Dhh) multilingual learners. These learners come from backgrounds where their home languages differ from the dominant spoken or sign languages of the culture. This book is a one-stop resource for professionals, interventionists, and families, helping them to effectively support the diverse needs of d/Dhh multilingual learners by covering topics such as family engagement, assessment, literacy, multiple disabilities, transition planning, and more. The book provides vignettes of learners from 25 countries, discussion questions, and family-centered infographic briefs that synthesize each chapter. Deaf and Hard of Hearing Multilingual Learners is a groundbreaking step towards better supporting the many languages and cultures d/Dhh students experience in their lifetimes through strength-based and linguistically responsive approaches.
"This book attempts to fill the gap in educational resources for teaching immigrant, multilingual, and multicultural deaf students in all learning institutions across the world by offering contributed chapters on knowledge, skills, and dispositions for teaching multicultural, multilingual, immigrant D/HH students globally"--
This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.
"This book is about deaf people learning spoken/written foreign languages ... The book is written primarily for those teaching and providing communication support for deaf learners attending standard foreign language learning classes." -- Book cover.
This book presents the first ever comprehensive overview of national laws recognising sign languages, the impacts they have and the advocacy campaigns which led to their creation. It comprises 18 studies from communities across Europe, the US, South America, Asia and New Zealand. They set sign language legislation within the national context of language policies in each country and show patterns of intersection between language ideologies, public policy and deaf communities’ discourses. The chapters are grounded in a collaborative writing approach between deaf and hearing scholars and activists involved in legislative campaigns. Each one describes a deaf community’s expectations and hopes for legal recognition and the type of sign language legislation achieved. The chapters also discuss the strategies used in achieving the passage of the legislation, as well as an account of barriers confronted and surmounted (or not) in the legislative process. The book will be of interest to language activists in the fields of sign language and other minority languages, policymakers and researchers in deaf studies, sign linguistics, sociolinguistics, human rights law and applied linguistics.
This volume offers foundational information and research-based strategies for meeting the needs of deaf and hard of hearing learners with disabilities. This is an essential book for courses at the undergraduate and graduate level, and in workshops and webinars for in-service teachers, professionals, and families.
Deaf and hard-of-hearing students form a specific group of foreign language learners. They need to use foreign languages just like their hearing peers if they want to enjoy the same benefits of globalization and technical advancements of today, yet they cannot take part in the same foreign language education. As sign language users, lip-readers or persons relying on hearing aids or cochlear implants in their everyday communication, they need special support in learning a foreign language. This book has been written by teachers and researchers involved in teaching English as a foreign language (EFL) to deaf and hard-of-hearing students in various different European countries, including the Czech Republic, France, Hungary, Norway, Poland, and Serbia. The chapters mirror both the authors’ personal journeys through this field and give insight into various aspects of empirical research into the foreign language acquisition of hearing-impaired learners. They discuss mainly the issue of specific methodology for teaching EFL vocabulary, grammar, reading, writing and speaking to deaf and hard-of-hearing persons and the challenge of effective communication during the classes via sign language, cued speech or the oral approach. Special chapters are also devoted to EFL teachers’ experience in special schools for the deaf. Educators interested in practical advice, responses to challenges and worked-out solutions to problems will particularly welcome this book as a useful source of ideas. It will also help novice teachers embarking on their careers in English language education for deaf and hard-of-hearing children and adults.
Languages and Languaging in Deaf Education offers bold a contribution towards a new pedagogical framework in deaf education and studies. With a primary focus on the language and learning experiences of deaf children, this book creates a crucial dialogue between the field of deaf education and studies and the wider field of language education and research.
In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.
This book presents a ‘Traveller’s Guide’ to Deaf Culture, starting from the premise that Deaf cultures have an important contribution to make to other academic disciplines, and human lives in general. Within and outside Deaf communities, there is a need for an account of the new concept of Deaf culture, which enables readers to assess its place alongside work on other minority cultures and multilingual discourses. The book aims to assess the concepts of culture, on their own terms and in their many guises and to apply these to Deaf communities. The author illustrates the pitfalls which have been created for those communities by the medical concept of ‘deafness’ and contrasts this with his new concept of “Deafhood”, a process by which every Deaf child, family and adult implicitly explains their existence in the world to themselves and each other.
