Educating Deaf Learners 2015
DOI: 10.1093/acprof:oso/9780190215194.003.0004
|View full text |Cite
|
Sign up to set email alerts
|

Responding to Cultural and Linguistic Diversity Among Deaf and Hard-of-Hearing Learners

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3
1
1

Citation Types

0
7
0
1

Year Published

2016
2016
2024
2024

Publication Types

Select...
7

Relationship

0
7

Authors

Journals

citations
Cited by 21 publications
(8 citation statements)
references
References 0 publications
0
7
0
1
Order By: Relevance
“…Whilst there has been extensive research examining how deafness influences the development of cognitive, social and emotional skills, there is little research evidence to indicate such findings are influencing practice in the classroom. New perspectives and understandings of deaf children's learning within the classroom are therefore, required (Knoors and Marschark, 2014;Leigh and Crowe, 2015;Marschark and Hauser, 2008). 1 Within the UK, and in this paper, the term deaf is used to describe all levels of deafness that impact on a person's ability to access spoken language, including in noisy environments…”
Section: Introductionmentioning
confidence: 99%
“…Whilst there has been extensive research examining how deafness influences the development of cognitive, social and emotional skills, there is little research evidence to indicate such findings are influencing practice in the classroom. New perspectives and understandings of deaf children's learning within the classroom are therefore, required (Knoors and Marschark, 2014;Leigh and Crowe, 2015;Marschark and Hauser, 2008). 1 Within the UK, and in this paper, the term deaf is used to describe all levels of deafness that impact on a person's ability to access spoken language, including in noisy environments…”
Section: Introductionmentioning
confidence: 99%
“…In addition, increasing numbers of deaf children with Eastern European and Roma backgrounds are identified on school and service caseloads. Incomplete knowledge about group and individual language experience and repertoire makes it difficult to organise support for deaf children and their families (Atkin et al 2002;Leigh and Crowe 2015;Willoughby 2012). …”
Section: Language and Cultural Diversitymentioning
confidence: 99%
“…It is unusual to find studies that look at the children's second language skills in depth. Available studies that do consider heritage language and cultural diversity have focused predominantly on what influences language use at home and school and priorities for language intervention (Leigh and Crowe 2015;Crowe et al 2014;Willoughby 2012).…”
Section: Bimodal Bilingualismmentioning
confidence: 99%
“…Similarly to the hearing society, the internal structure of the Deaf community is not homogeneous; its members can have different backgrounds, family languages and cultural affiliations (Leigh and Crowe 2015). From the homogenizing linguistic-cultural perspective of the ethnic-national majority, the use of minority languages might act as a disadvantage-generating factor (O'Neill 2013).…”
Section: Introductionmentioning
confidence: 99%
“…The notion of bilingualism, when referring to the linguistic-cultural needs of the ethnic-national minority Deaf learners, may be misleading (Ohna 2003), as they are in fact in a situation of dual bilingualism. In this context, the linguistic and cultural diversity of Deaf learners can be efficiently incorporated into educational strategies to promote their education and social inclusion by acknowledging that Deaf learners, similarly to hearing learners can have different backgrounds, family languages and cultural affiliations, and everyone has a fundamental right to live their identity under favorable conditions (Leigh and Crowe 2015).…”
Section: Introductionmentioning
confidence: 99%