Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly.This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. Contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.
Table of Contents
PrefaceContributorsPart One - Policies, Choices, and Foundations1. It Seems Like Only Yesterday...Patricia Elizabeth Spencer2. Foundations for Language Development in Deaf Children and the Consequences for Communication ChoicesHarry Knoors3. Rethinking Total Communication: Looking Back, Moving ForwardConnie Mayer4. From Erasure to Recognition (and Back Again?): The Case of Flemish Sign LanguageMieke Van Herreweghe, Maartje De Meulder, and Myriam Vermeerbergen5. The Role of Language in Deaf and Hard-of-Hearing Children's Social-Emotional DevelopmentManfred HintermairPart Two - The Basics of Language and Language Development 6. Perception of the Prosodic Characteristics of Spoken Language by Individuals with Hearing LossTova Most7. The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children with Hearing LossLouise Paatsch and Dianne Toe8. Grammatical Competence after Early Cochlear ImplantationLouise Duchesne9. Spoken Vocabulary Development in Deaf Children With and Without Cochlear ImplantsMary K. Fagan10. Fingerspelling: Beyond Handshape SequencesJonathan Keane and Diane Brentari11. Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and InterventionsDaan Hermans, Loes Wauters, Margot Willemsen, and Harry KnoorsPart Three - Multimodal and Multilingual Language Development12. Bimodal Bilingualism: Sign Language and Spoken LanguageRonice Muller de Quadros, Diane Lillo-Martin, and Deborah Chen Pichler13. Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case StudyGladys Tang and Chris Kun-Man Yiu14. Acquisition of Sign Language as a Second LanguageDeborah Chen Pichler and Helen Koulidobrova15. Teaching English as a Second Language to Deaf and Hard-of-Hearing StudentsEwa Domagala-ZyskPart Four - Neurological and Neurocognitive Bases of Language16. A Biolinguistic Approach to Sign LanguagesAntonio Benítez-Burraco17. Neurocognitive Function in Deaf Children with Cochlear Implants: Early Development and Long-Term OutcomesIrina Castellanos, David B. Pisoni, William G. Kronenberger, and Jessica Beer18. Neurolinguistic Studies of Sign Language BilingualismDavid P. Corina19. What the Illiterate Brain Tells the Deaf BrainAlexandra Castro-CaldasPart Five: Challenges for Language Users and Language Researchers20. New Directions in Signed Language AssessmentWolfgang Mann and Tobias Haug21. Investigating Sign Language Development, Delay, and Disorder in Deaf ChildrenChloë Marshall and Gary Morgan22. Language and Communication in People Who Are DeafblindMathijs P. J. Vervloed and Saskia Damen23. Dyslexia and DeafnessRosalind Herman and Penny RoyPart Six: Supporting Literacy and Learning 24. Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of ReadingJacqueline Leybaert, Clemence Bayard, Cecile Colin and Carol LaSasso25. Encouraging Emergent Reading in Deaf and Hard-of-Hearing ChildrenSusan R. Easterbrooks and Jessica W. Trussell26. Phonological Knowledge and the Development of Language and Literacy Skills in Deaf LearnersJoseph H. Bochner and Aaron Kelstone27. The Impact of Cochlear Implants on Deaf Children's LiteracyMargaret Harris28. Scaffolding Learning Through Classroom Talk: The Role of TranslanguagingRuth Swanwick29. Understanding Language in the Real WorldMarc Marschark, Elizabeth Jackson Machmer, and Carol Convertino