Deaf and hard-of-hearing multilingual learners: Language acquisition in a multilingual world

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

Abstract

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.
Original languageEnglish
Title of host publicationEvidence-based practice in deaf education
EditorsHarry Knoors, Marc Marschark
Place of PublicationNew York, NY
PublisherOxford University Press
Chapter3
Pages59-79
Number of pages21
ISBN (Print)9780190880545
DOIs
Publication statusPublished - 25 Oct 2018

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    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