American annals of the deaf (Washington, D.C. 1886), 2016, Vol.161 (1), p.17-32
2016
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Details
- Autor(en) / Beteiligte
- Titel
- d/Deaf and Hard of Hearing Multilingual Learners: The Development of Communication and Language
- Ist Teil von
- American annals of the deaf (Washington, D.C. 1886), 2016, Vol.161 (1), p.17-32
- Ort / Verlag
- United States: Gallaudet University Press
- Erscheinungsjahr
- 2016
- Quelle
- Project MUSE
- Beschreibungen/Notizen
- THE AUTHOR examines the theory and research relevant to educating d/Deaf and Hard of Hearing Multilingual Learners (DMLs). There is minimal research on this population, yet a synthesis of related theory, research, and practice on spoken-language bilinguals can be used to add to the body of knowledge on these learners. Specifically, the author reports on three major areas: (a) population characteristics of DMLs, (b) theories relevant to understanding the language development of DMLs, and (c) considerations for programs in designing and implementing educational services for DMLs. In the interest of ensuring that children receive the foundation for linguistic success, aspects of linguistically responsive teaching (Lucas & Villegas, 2013) are addressed, with a focus on adopting an asset-based perspective on educating DMLs that honors all of a child’s language, identity, and cultural memberships.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0002-726X, 1543-0375eISSN: 1543-0375DOI: 10.1353/aad.2016.0017Titel-ID: cdi_proquest_miscellaneous_1787935490
- Format
- –
- Schlagworte
- Academic Discourse, Age Factors, American Sign Language, Bilingual Students, Bilingualism, Child, Child care, Child Language, Children, Children & youth, Classrooms, Communication, Cultural Diversity, Cultural identity, Culturally Relevant Education, Curriculum, Deaf education, Deafness, Deafness - diagnosis, Deafness - ethnology, Deafness - psychology, Demography, Education of Hearing Disabled, Educational Benefits, Educational Needs, Educational Research, Educational services, Educational Theories, Educational Trends, Elementary Education, Elementary Schools, English, English (Second Language), English Language Learners, Expressive Language, Family Relations, Hearing disorders, Hearing Impairments, Humans, Language, Language Acquisition, Language culture relationship, Language instruction, Language Usage, Learning, Linguistic Theory, Linguistics, Literacy, Mainstreaming (Education) - methods, Multilingualism, Non English Speaking, Oral Language, Pedagogical Content Knowledge, Persons With Hearing Impairments - psychology, Population, Population Trends, School age children, Schools, Second Language Instruction, Second Language Learning, Sign Language, Student Characteristics, Students, Teachers, Teaching, Teaching - methods, Terminology as Topic, Theory Practice Relationship, Trends, United States, Vocabulary Development