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Keywords = d/Deaf multilingual learners

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21 pages, 623 KB  
Commentary
Translanguaging in Bilingual Deaf Education Teacher Preparation Programs
by Millicent M. Musyoka
Languages 2023, 8(1), 65; https://doi.org/10.3390/languages8010065 - 24 Feb 2023
Cited by 6 | Viewed by 4920
Abstract
Most D/HH learners experience language deprivation because they lack full access to a comprehensible language input. Sometimes, this language deprivation continues through school because of the rigid school language policy and teachers’ failure to recognize and include all the linguistic repertoires which the [...] Read more.
Most D/HH learners experience language deprivation because they lack full access to a comprehensible language input. Sometimes, this language deprivation continues through school because of the rigid school language policy and teachers’ failure to recognize and include all the linguistic repertoires which the learners bring. Like many other teacher education programs, some Deaf education teacher preparation programs have adopted assimilationist ideologies, subtractive approaches to bilingualism that focus on only the majority hearing language, English, or the majority Deaf people’s language, such as ASL. Embracing translanguaging improves the implementation of bi/multilingualism in Deaf education by empowering the learner and the teacher to work through these challenges of language deprivation and minority languages in classrooms with Deaf learners. The current article reviews the literature and draws from translanguaging theory and practices, biliteracy, and Crip linguistics to discuss how Deaf education teacher preparation programs can support future teachers in implementing translingual knowledge, skills, and disposition and avoiding linguistic neglect in Deaf learners. In addition, the article will focus on how teachers can value and support the acquisition of all languages beneficial for bi/multilingual Deaf learners to overcome language deprivation and challenges in school. Full article
(This article belongs to the Special Issue Translanguaging in Deaf Communities)
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15 pages, 233 KB  
Review
Assessment of Language and Literacy in Children Who Are d/Deaf and Hard of Hearing
by Lianna Pizzo and Amanda Chilvers
Educ. Sci. 2019, 9(3), 223; https://doi.org/10.3390/educsci9030223 - 26 Aug 2019
Cited by 10 | Viewed by 7187
Abstract
This article presents theoretical orientations and practical applications for the assessment of d/Deaf and hard of hearing (d/Dhh) children. It discusses current approaches to assessment and the factors affecting d/Dhh children’s participation in assessments using those approaches. Gaps in the field around access [...] Read more.
This article presents theoretical orientations and practical applications for the assessment of d/Deaf and hard of hearing (d/Dhh) children. It discusses current approaches to assessment and the factors affecting d/Dhh children’s participation in assessments using those approaches. Gaps in the field around access to appropriate assessments are discussed. This review also shares information on the relationship between the purpose of the assessment and the approach selected. Basic considerations for both d/Deaf and hard of hearing multilingual learners (d/DMLs) and d/Dhh children with additional disabilities will be addressed. Finally, general recommendations are made for research and practice. Full article
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