Case Studies of Multilingual/Multicultural Asian Deaf Adults: Strategies for Success

Autor/inn/en	Wang, Qiuying; Andrews, Jean; Liu, Hsiu Tan; Liu, Chun Jung
Titel	Case Studies of Multilingual/Multicultural Asian Deaf Adults: Strategies for Success
Quelle	In: American Annals of the Deaf, 161 (2016) 1, S.67-88 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Cultural Pluralism; Case Studies; Deafness; Partial Hearing; Asians; Adults; Foreign Countries; Qualitative Research; American Sign Language; Chinese; English; Academic Achievement; Interviews; Higher Education; China; Singapore; District of Columbia; Texas + Suchen Sie Ihr Suchwort? Kulturpluralismus; Case study; Fallstudie; Case Study; Gehörlosigkeit; Taubstummheit; Hörbehinderung; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Qualitative Forschung; China; Chinesen; English language; Englisch; Schulleistung; Interviewing; Interviewtechnik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Singapur
Abstract	Case studies of adult d/Deaf or Hard of Hearing Multilingual Learners (DMLs) are few, especially studies of DMLs who learn more than one sign language and read logographic and alphabetic scripts. To reduce this paucity, two descriptive case studies are presented. Written questionnaires, face-to-face interviews, and self-appraisals of language-use rubrics were used to explore (a) the language and literacy histories of two adult Asian DMLs who had learned multiple languages: Chinese (spoken/written), English (written), Chinese Sign Language, and American Sign Language; and (b) how each language was used in different cultural communities with diverse conversational partners. Home literacy environment, family support, visual access to languages, peer and sibling support, role models, encouragement, perseverance, and Deaf identity all played vital roles in the participants' academic success. The findings provide insights into the acquisition of multiple languages and bi-literacy through social communication and academic content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01