d/Deaf and hard of hearing multilingual learners (DMLs) are a growing population. Caregivers, educators, and clinicians face many challenges in raising and educating this group of learners to support them in becoming competent language users. Working with DMLs requires specific knowledge about spoken, sign, and written language development, assessment considerations, and intervention and education practices for multilingual learners with typical hearing and learners who are d/Deaf and hard of hearing (d/Dhh). In this chapter we provide a strengths-based approach to guide practitioners and families working with DMLs. Diversity within multilingual learners, advantages of multilingualism, and the features of typical multilingual language acquisition will be reviewed. Issues regarding language difference and disorder in multilingual learners, hearing, and d/Dhh will be discussed along with research describing the spoken, sign, and written language outcomes of DMLs. Considerations and resources for the assessment of DMLs using spoken and signed languages are presented, as well as a guide to implementing evidence-based practices and educational support for DMLs.
|Title of host publication||Deaf and hard of hearing multilingual learners|
|Subtitle of host publication||Foundations, strategies, and resources|
|Editors||Joanna E. Cannon, Caroline Guardino, Peter V. Paul|
|Place of Publication||New York, NY|
|Number of pages||36|
|ISBN (Print)||9781032194400, 9781032155654|
|Publication status||Published - 2022|