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d/DEAF AND HARD OF HEARING MULTILINGUAL LEARNERS: THE DEVELOPMENT OF COMMUNICATION AND LANGUAGE.

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...

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Published in:American Annals of the Deaf Vol. 161; no. 1; pp. 17 - 33
Main Author: PIZZO, LIANNA
Format: review tables/charts Journal Article
Published: American Annals of the Deaf Spring2016
Online Access:View this record in EBSCOhost
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      dt: Spring2016
      vid: 161
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      pub: American Annals of the Deaf
      place: Washington, District of Columbia
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        10.1353/aad.2016.0017
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        atl: d/DEAF AND HARD OF HEARING MULTILINGUAL LEARNERS: THE DEVELOPMENT OF COMMUNICATION AND LANGUAGE.
      aug:
        au: PIZZO, LIANNA
        affil: ASSISTANT PROFESSOR OF EARLY CHILDHOOD EDUCATION, DEPARTMENT OF CURRICULUM AND INSTRUCTION, COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT, UNIVERSITY OF MASSACHUSETTS BOSTON
      sug:
        subj:
          Hearing Disorders Diagnosis
          Communication
          Language
          Multilingualism Evaluation
          Deafness
          Multilingualism
          Cultural Diversity
          Sign Language
          United States
          Population
          Child
          Language Development Evaluation
          Cultural Competence
          Vocabulary
          Child: 6-12 years
      ab: 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.
      pubtype: Academic Journal
      doctype:
        review
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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