Language Learning in Children Who Are Deaf and Hard of Hearing: Theory to Classroom Practice is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children in mind. It builds on the work of the previous version while providing access to the entire first version on a supplemental website. An important feature of this book is that it describes four real teachers and demonstrates the application of the concepts discussed with the children on their caseloads. Up-to-date chapters on theory of language learning, ... More

Language Learning in Children Who Are Deaf and Hard of Hearing: Theory to Classroom Practice is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children in mind. It builds on the work of the previous version while providing access to the entire first version on a supplemental website. An important feature of this book is that it describes four real teachers and demonstrates the application of the concepts discussed with the children on their caseloads. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice replace removed chapters. Chapters on English and American Sign Language structure and on the three major approaches (listening and spoken language, bilingual-bimodal instruction, and American Sign Language instruction) are updated. The chapters on teaching vocabulary and morphosyntax, how to ask and answer questions, and writing language objectives for individualized education plans are expanded. Specific examples of real cases are incorporated throughout the book. Finally, after a theoretical base of information on language instruction, many of the chapters provide language teachers with specific examples of how to answer the question: “What should I do on Monday?” The author avoids promoting one or another philosophy, presenting all and demonstrating the commonalities across classroom language instruction approaches for deaf and hard-of-hearing children.