A New Kind of Heterogeneity: What We Can Learn from D/Deaf and Hard of Hearing Multilingual Learners

Autor/inn/en	Cannon, Joanna E.; Guardino, Caroline; Gallimore, Erin
Titel	A New Kind of Heterogeneity: What We Can Learn from D/Deaf and Hard of Hearing Multilingual Learners
Quelle	In: American Annals of the Deaf, 161 (2016) 1, S.8-16 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Multilingualism; Deafness; Hearing Impairments; Language Usage; Case Studies; Vignettes; Curriculum Design; Teaching Methods; English Language Learners; American Sign Language; Family Environment; Spanish; Early Intervention; Teacher Education Programs; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sprachgebrauch; Case study; Fallstudie; Case Study; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Familienmilieu; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	The present article introduces a special issue of the "American Annals of the Deaf." Students who are d/Deaf or hard of hearing and come from homes where a language other than English or American Sign Language is used constitute 19.4%-35.0% of the U.S. d/Dhh population (Gallaudet Research Institute, 2013). The authors propose moving beyond the standardized use of the designation "English Language Learners" to embrace terminology encompassing these learners as diverse and rich in language: "d/Dhh Multilingual Learners" (DMLs). The authors present (a) a discussion of terminology, (b) an overview of available demographic data, (c) a synopsis of the special issue, (d) themes across three case study vignettes, and (e) overall recommendations to advance curriculum design and pedagogy for DMLs. Questions are posed challenging researchers and practitioners to investigate theory, research, and pedagogy that can enhance practice with DMLs and their families (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01