Discussion of issues related to assessing the signed and spoken language skills of bi/multilingual children

Lisa Bedore, Kate Crowe, Elizabeth D. Peña, Kathleen Durant, Stephanie McMillen

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

Abstract

While there is a growing body of evidence describing best practice in the assessment of bilingual children who use spoken languages there is currently scant evidence or recommendations available regarding the assessment of bilingual children who use signed languages. In this discussion we therefore outline how knowledge from the assessment of spoken languages can be used to inform practice in assessing signed languages for bilingual d/Deaf and Hard-of-Hearing (DHH) children. Recommendations will be made for applying knowledge about assessment in hearing bilingual children to assessment of bilingual DHH children, particularly those who use more than one signed language. Consideration will also be given to emerging assessment methods for signed languages that could inform assessment practices with bilingual hearing children.
Original languageEnglish
Title of host publicationThe handbook of language assessment across modalities
EditorsTobias Haug, Wolfgang Mann, Ute Knoch
Place of PublicationNew York, NY
PublisherOxford University Press
Chapter6.3
Pages221-230
Number of pages9
ISBN (Electronic)9780197609378
ISBN (Print)9780190885052
DOIs
Publication statusPublished - 2022

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