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Evidence-Based Practices in Deaf Education$
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Harry Knoors and Marc Marschark

Print publication date: 2018

Print ISBN-13: 9780190880545

Published to Oxford Scholarship Online: September 2018

DOI: 10.1093/oso/9780190880545.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 23 January 2022

Deaf and Hard-of-Hearing Multilingual Learners

Deaf and Hard-of-Hearing Multilingual Learners

Language Acquisition in a Multilingual World

(p.59) 3 Deaf and Hard-of-Hearing Multilingual Learners
Evidence-Based Practices in Deaf Education

Kathryn Crowe

Oxford University Press

With nearly 8,000 languages used in the world and increasing levels of transnational mobility, the cultural and linguistic heterogeneity of 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 but 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.

Keywords:   bilingual, multilingual, linguistic diversity, deaf, hard-of-hearing, education, speech perception, speech production, language, literacy

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