Deaf Studies & Deaf Education

Language Learning in Children Who Are Deaf and Hard of Hearing looks at the acquisition of language by children with hearing losses and proposes multiple pathways by which students can acquire a practical system of communication.

Recent advances in the education of students who are deaf and hard of hearing have brought new insights into imparting the ability to communicate to this population. This book addresses the language development process from multiple perspectives, drawing on the latest research in bilingual-biculturalism, cochlear implant technology and neuroscience. The text presents a unique view of language development, proposing that there are multiple pathways to the acquisition of a system of communication and providing a departure from traditional proprietary perspectives.

This text begins with a historical overview of language development in students who are deaf and hard of hearing and follows with a review of current literature on the subject. The multiple pathways perspective is described, introducing real students with hearing losses as points of departure for application. These same students provide examples for the chapters on assessment and instruction. The book ends with an in-depth meta-linguistic overview of the two languages which teachers of the deaf and hard of hearing must master: English and American Sign Language.

Language issues within the context of history.

Language issues within the context of instruction.

Language issues within the context of technology.

Language issues within the contexts of culture.

Language issues within the context of the law.

The nature of language.

The elements of language: form, content, and use.

Theories of language development.

Principles of language instruction.

Stages of language development.

The critical period for first language acquisition.

Factors that contribute to language acquisition.

The influence of bilingualism on deaf education.

Hard of hearing children.

How children learn language.

Where students are taught.

Heterogeneity of the population.

Standards for assessment.

Why do we assess?

Types of tests and test scores.

Issues in assessment of deaf and hard of hearing students.

Formal and informal measures of language.

Evaluators and students.

Choosing a battery of tests and other assessment procedures.

Language development versus language disorders.

Chapter appendix a.

Chapter appendix b.

Pragmatic Intent: the heart and soul of language learning.

Language acquisition in students who are deaf and hard of hearing.

Language learning principles.

Language instructional approaches, practices and technique.

Considering the needs of the individual.

Planning language instruction.

The relationship between questioning and conversation.

The Johnson conversational model.

Promoting conversation and questioning skills.

Question forms in English.

Question formation in ASL.

The elephant in the living room.

Orientation to English language structure.

Orientation to the components of ASL.

An examination of nouns, noun phrases, and nominalized forms of English.

Noun issues in ASL.

An examination of verbs, verb phrases, and the auxiliary system of English.

Verbs in ASL.

An examination of English adjectives, adjective phrases, and advanced adjectival forms.

Adjective issues in ASL.

An examination of English adverbs, adverb phrases, and advanced adverb forms.

Adverb issues in ASL.

An examination of the negation system of English.

Negation issues in ASL.

• Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways

Easterbrooks & Baker | ©2002 | Allyn & Bacon | Paper; 288 pp

• Language and Literacy Development in Children Who Are Deaf, 2/E

Schirmer | ©2000 | Allyn & Bacon | Paper; 278 pp

• Qualitative Reading Inventory-4, 4/E

Leslie & Caldwell | ©2006 | Allyn & Bacon | Spiral Bound; 496 pp

• Reading Strategies and Practices: A Compendium, MyLabSchool Edition, 6/E

Tierney & Readence | ©2005 | Allyn & Bacon | Paper Bound with PIN; 552 pp