Discussing Bilingualism in Deaf Children

This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education.

Author: Charlotte Enns

Publisher: Routledge

ISBN: 9781000360981

Category: Education

Page: 250

View: 738

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This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept that a strong first language is critical to later learning and literacy development. In thought-provoking essays, authors discuss the theoretical underpinnings of bilingual deaf education, teaching strategies for deaf students, and the unique challenges of signed language assessment. Essential for anyone looking to expand their understanding of bilingualism and deafness, this volume reflects Dr. Hoffmeister’s impact on the field while demonstrating the ultimate resilience of human language and literacy systems.

Discussing Bilingualism in Deaf Children

Building the ASL assessment instrument / Patrick J. Costello ; Assessing ASL vocabulary development / Rama Novogrodsky ; Assessing ASL : comprehension, narrative, and phonological awareness / Lynn McQuarrie and Charlotte Enns ; The legacy ...

Author: Taylor & Francis Group

Publisher: Routledge

ISBN: 0367373769

Category:

Page: 264

View: 558

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This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept that a strong first language is critical to later learning and literacy development. In thought-provoking essays, authors discuss the theoretical underpinnings of bilingual deaf education, teaching strategies for deaf students, and the unique challenges of signed language assessment. Essential for anyone looking to expand their understanding of bilingualism and deafness, this volume reflects Dr. Hoffmeister's impact on the field while demonstrating the ultimate resilience of human language and literacy systems.

Discussing Bilingualism in Deaf Children

American Annals of the Deaf, 161(5), 552–559. Mayer, C., & Wells, G. (1996). Can the linguistic interdependence theory support a bilingual–bicultural model of literacy education for deaf students? Journal of Deaf Studies ...

Author: Charlotte Enns

Publisher: Routledge

ISBN: 9781000361025

Category: Education

Page: 350

View: 302

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This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept that a strong first language is critical to later learning and literacy development. In thought-provoking essays, authors discuss the theoretical underpinnings of bilingual deaf education, teaching strategies for deaf students, and the unique challenges of signed language assessment. Essential for anyone looking to expand their understanding of bilingualism and deafness, this volume reflects Dr. Hoffmeister’s impact on the field while demonstrating the ultimate resilience of human language and literacy systems.

Sign Bilingualism

This volume provides a unique cross-disciplinary perspective on the external ecological and internal psycholinguistic factors that determine sign bilingualism, its development and maintenance at the individual and societal levels.

Author: Carolina Plaza Pust

Publisher: John Benjamins Publishing

ISBN: 9789027241498

Category: Language Arts & Disciplines

Page: 408

View: 616

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This volume provides a unique cross-disciplinary perspective on the external ecological and internal psycholinguistic factors that determine sign bilingualism, its development and maintenance at the individual and societal levels. Multiple aspects concerning the dynamics of contact situations involving a signed and a spoken or a written language are covered in detail, i.e. the development of the languages in bilingual deaf children, cross-modal contact phenomena in the productions of child and adult signers, sign bilingual education concepts and practices in diverse social contexts, deaf educational discourse, sign language planning and interpretation. This state-of-the-art collection is enhanced by a final chapter providing a critical appraisal of the major issues emerging from the individual studies in the light of current assumptions in the broader field of contact linguistics. Given the interdependence of research, policy and practice, the insights gathered in the studies presented are not only of scientific interest, but also bear important implications concerning the perception, understanding and promotion of bilingualism in deaf individuals whose language acquisition and use have been ignored for a long time at the socio-political and scientific levels.

Deaf Education and Challenges for Bilingual Multilingual Students

Journal of Deaf Studies and Deaf Education , 16 ( 3 ) , 362–374 . doi : 10.1093 / deafed / enr004 PMID : 21402732 2 Enns , C. , Henner , J. , & McQuarrie , L. ( Eds . ) . ( 2021 ) . Discussing bilingualism in Deaf children : Essays in ...

Author: Musyoka, Millicent Malinda

Publisher: IGI Global

ISBN: 9781799881834

Category: Education

Page: 407

View: 213

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Biliteracy, or the development of reading, writing, speaking, listening, and thinking competencies in more than one language, is a complex and dynamic process. The process is even more challenging when the languages used in the literacy process differ in modality. Biliteracy development among deaf students involves the use of visual languages (i.e., sign languages) and auditory languages (spoken languages). Deaf students' sign language proficiency is strongly related to their literacy abilities. The distinction between bilingualism and multilingualism is critical to our understanding of the underserved, the linguistic deficit, and the underachievement of deaf and hard of hearing (D/HH) immigrant students, thus bringing the multilingual and immigrant aspect into the research on deaf education. Multilingual and immigrant students may face unique challenges in the course of their education. Hence, in the education of D/HH students, the intersection of issues such as biculturalism/multiculturalism, bilingualism/multilingualism, and immigration can create a dilemma for teachers and other stakeholders working with them. Deaf Education and Challenges for Bilingual/Multilingual Students is an essential reference book that provides knowledge, skills, and dispositions for teaching multicultural, multilingual, and immigrant deaf and hard of hearing students globally and identifies the challenges facing the inclusion needs of this population. This book fills a current gap in educational resources for teaching immigrant, multilingual, and multicultural deaf students in learning institutions all over the world. Covering topics such as universal design for learning, inclusion, literacy, and language acquisition, this text is crucial for classroom teachers of deaf or hard of hearing students, faculty in deaf education programs, language instructors, students, pre-service teachers, researchers, and academicians.

Bilingualism and Bilingual Deaf Education

In discussing a group of countries that have over the last 30 years engaged with the paradigm of bilingual education for deaf children, we present a critical discussion of what has been learned from this shared journey and perspective.

Author: Marc Marschark

Publisher: Oxford University Press

ISBN: 9780199371839

Category: Psychology

Page: 352

View: 301

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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.

Cultural and Language Diversity and the Deaf Experience

tions of this research for studying the bilingual development of a deaf child as an ethnolinguistic minority child . ... on the bilingual development of deaf children : Here she discusses issues related to studying bilingualism in deaf ...

Author: Ila Parasnis

Publisher: Cambridge University Press

ISBN: 0521645654

Category: Language Arts & Disciplines

Page: 324

View: 983

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The perspective that deaf people should be regarded as a cultural and language minority group rather than individuals with an audiological disability is gathering support among educators, linguists, and researchers involved in the education of deaf people across America. This book explores the notion that deaf people are members of a bilingual-bicultural minority group, whose experiences often overlap with the those of hearing minority group members, but at other times are unique. Contributors to this book include prominent deaf and hearing researchers, educators, and deaf community members. The three sections review research on bilingualism and biculturalism, the impact of cultural and language diversity on the deaf experience, and offer rich experiential evidence from deaf community members which highlights the emotional impact of living in the deaf and hearing worlds.

Working with Deaf Children

The conferences have had a developmental theme moving from discussions in 1987 considering 'Educating the Deaf Child: The Bilingual Option through to 'Sign Bilingualism: A Model' in 1998. A document was published, as a result of this, ...

Author: Pamela Knight

Publisher: Routledge

ISBN: 9781134136735

Category: Education

Page: 140

View: 435

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This book is essential and accessible reading for all teachers and professionals who are working with sign bilingual deaf children. It considers the background and theory underpinning current developments in sign bilingual education and the implications for policy and developing classroom practice. Practical teaching strategies are suggested and evaluated. The authors draw on their own experience of working in sign bilingual settings as well as current good practice and relevant research. This book is the first UK book that describes sign bilingual education (beyond policy). It is also the first book to support sign bilingual practice dealing with current educational issues. The authors draw together relevant research and practice in sign bilingual education and present practical strategies for teachers.

Bilingualism and Deafness

Unfortunately, technological advances have sharpened the discussion about the choice of the most suitable education ... As for the increasing number of deaf children with a CI in sign bilingual education, the challenge lies in the ...

Author: Carolina Plaza-Pust

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 9781501504938

Category: Language Arts & Disciplines

Page: 522

View: 395

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This book examines sociolinguistic, educational and psycholinguistic factors that shape the path to sign bilingualism in deaf individuals and contributes to a better understanding of the specific characteristics of a type of bilingualism that is neither territorial nor commonly the result of parent-to-child transmission.

The Care and Education of a Deaf Child

This endorses the identification of deaf people as a linguistic minority instead of a disability group as discussed in Chapter 2. The rest of this chapter will consider what similarities the bilingual deaf child shares with the ...

Author: Pamela Knight

Publisher: Multilingual Matters

ISBN: 185359458X

Category: Education

Page: 212

View: 222

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This text is intended primarily for parents but should also be of interest to teachers and related professionals. It addresses both practical and theoretical issues related to the development and education of deaf children. It considers these areas largely from a sign bilingual perspective.