With nearly 8,000 languages used in the world and increasing levels of transnational mobility, the cultural and linguistic heterogeneity of D/deaf and hard-of-hearing (DHH) learners accessing education and therapy services has never been greater. This growing diversity creates a challenge for educators and clinicians who work with these children and their families, especially where DHH learners are exposed to or acquiring more than one spoken language. Spoken language multilingualism in DHH learners is an area in which research knowledge is gradually increasing and evidence-based practices for intervention and education are rarely described. This chapter presents information describing the increasing linguistic diversity and spoken language multilingualism of DHH learners and research concerning the advantages and disadvantages of multilingualism. The current research describing the speech and language skills of multilingual DHH learners is discussed with reference to the impact of multilingualism on learners’ outcomes.
|Title of host publication||Evidence-based practice in deaf education|
|Editors||Harry Knoors, Marc Marschark|
|Place of Publication||New York, NY|
|Publisher||Oxford University Press|
|Number of pages||21|
|Publication status||Published - 25 Oct 2018|
Crowe, K. (2018). Deaf and hard-of-hearing multilingual learners: Language acquisition in a multilingual world. In H. Knoors, & M. Marschark (Eds.), Evidence-based practice in deaf education (pp. 59-79). Oxford University Press. https://doi.org/10.1093/oso/9780190880545.003.0003