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Advances in the Sign-Language Development of Deaf Children$
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Brenda Schick, Marc Marschark, and Patricia Elizabeth Spencer

Print publication date: 2005

Print ISBN-13: 9780195180947

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195180947.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 24 October 2020

Natural Signed Language Acquisition Within the Social Context of the Classroom

Natural Signed Language Acquisition Within the Social Context of the Classroom

Chapter:
(p.344) 14 Natural Signed Language Acquisition Within the Social Context of the Classroom
Source:
Advances in the Sign-Language Development of Deaf Children
Author(s):

Jenny L. Singleton

Dianne D. Morgan

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195180947.003.0014

This chapter highlights some of the social and linguistic practices which have been observed in deaf parent/deaf child and hearing parent/deaf child family contexts. It then reviews what is known about classroom interactions in early childhood and elementary school contexts. Third, it discusses some practical considerations with respect to teachers emulating deaf caregiver-deaf child practices and considers some of the obstacles which may challenge this potential approach. Finally, taking together all of the research findings reviewed on caregiver-infant and teacher-student interaction, the chapter proposes a new conceptualization of an educator of the deaf whose primary focus would be to guide and promote, through everyday practice, the bilingual and bicultural identity development of deaf children using communication strategies modeled upon effective family engagement.

Keywords:   social context, classroom, signed language acquisition, deaf parent

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