By Marc Marschark, Gladys Tang, Harry Knoors
In Bilingualism and Bilingual Deaf Education, quantity editors Marc Marschark, Gladys Tang, and Harry Knoors assemble assorted matters and facts in comparable domain names: bilingualism between deaf freshmen - in signal language and the written/spoken vernacular - and bilingual deaf schooling. the amount examines every one factor with reference to language acquisition, language functioning, social-emotional functioning, and educational results. It considers bilingualism and bilingual deaf schooling in the contexts of mainstream schooling of deaf and hard-of-hearing scholars in usual faculties, placement in designated faculties and courses for the deaf, and co-enrollment courses, that are designed to provide deaf scholars the simplest of either academic worlds.
The quantity bargains either literature studies and new findings throughout disciplines from neuropsychology to baby improvement and from linguistics to cognitive psychology. With a spotlight on evidence-based perform, participants ponder contemporary investigations into bilingualism and bilingual programming in several academic contexts and in numerous nations that can have assorted types of utilizing spoken and signed languages in addition to diversified cultural expectancies. The 18 chapters determine shared understandings of what are intended by means of "bilingualism," "bilingual education," and "co-enrollment programming," study their foundations and results, and chart instructions for destiny examine during this multidisciplinary zone. Chapters are divided into 3 sections: Linguistic, Cognitive, and Social Foundations; schooling and Bilingual schooling; and Co-Enrollment Settings. Chapters in each one part pay specific awareness to causal and consequence elements on the topic of the purchase and use of those languages by means of deaf inexperienced persons of alternative a long time. The effect of bilingualism and bilingual deaf schooling in those domain names is taken into account via quantitative and qualitative investigations, bringing into concentration not just universal academic, mental, and linguistic variables, but additionally expectancies and reactions of the stakeholders in bilingual programming: mom and dad, academics, faculties, and the deaf and listening to scholars themselves.
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Extra info for Bilingualism and Bilingual Deaf Education
The path to language: Toward bilingual education for deaf children. Bristol, UK: Multilingual Matters Ltd. Carrow, S. A. (1957). Linguistic functioning of bilingual and monolingual children. Journal of Speech and Hearing Disorders, 22(3), 371–380. , & Verhoeven, L. (2012). Vocabulary development in children with hearing loss: The role of child, family, and educational variables. Research in Developmental Disabilities, 33, 119–128. CRIDE (2012). CRIDE report on 2012 survey on educational provision for deaf children in England.
Proceedings of the 36th Annual Boston University Conference on Language Development (pp. 302– 314). Somerville, MA: Cascadilla Press. Livingston, S. (1997). Rethinking the education of deaf students: Theory and practice from a teacher’s perspective. Portsmouth, NH: Heinemann. Marschark, M. (1993). Psychological development of deaf children. New York, NY: Oxford University Press. Mahshie, S. N. (1995). Educating deaf children bilingually: With insights and applica tions from Sweden and Denmark.
Sign language structure: An outline of the visual communication system of the American deaf. Studies in Linguistics, Occasional Papers 8. Buffalo, NY: Department of Anthropology and Linguistics, University of Buffalo. Reprinted in Journal of Deaf Studies and Deaf Education, 10, 3–37. , & Prinz, P. (1997). A study of the relationship between American Sign Language and English literacy. Journal of Deaf Studies and Deaf Education, 2, 37–46. , & Yang, G. (2007). Events of motion and causation in Hong Kong Sign Language.