A New Kind of Heterogeneity: What We Can Learn From d/Deaf and Hard of Hearing Multilingual Learners.

Joanna E. Cannon, Caroline Guardino, Erin Gallimore

Research output: Contribution to journalArticlepeer-review

Abstract

THE PRESNT ARTICLE introduces a special issue of the American Annals of the Deaf. Students who are d/Deaf or hard of hearing and come from homes where a language other than English or American Sign Language is used constitute 19.4%–35.0% of the U.S. d/Dhh population (Gallaudet Research Institute, 2013). The authors propose moving beyond the standardized use of the designation English Language Learners to embrace terminology encompassing these learners as diverse and rich in language: d/Dhh Multilingual Learners (DMLs). The authors present (a) a discussion of terminology, (b) an overview of available demographic data, (c) a synopsis of the special issue, (d) themes across three case study vignettes, and (e) overall recommendations to advance curriculum design and pedagogy for DMLs. Questions are posed challenging researchers and practitioners to investigate theory, research, and pedagogy that can enhance practice with DMLs and their families.
Original languageAmerican English
Pages (from-to)8-16
Number of pages9
JournalAmerican Annals of the Deaf
Volume161
Issue number1
DOIs
StatePublished - 2016

Keywords

  • bilingual
  • culturally and linguistically diverse (CALD)
  • deaf
  • Deaf Multilingual Learner (DML)
  • Deafness and Diversity (DAD)
  • demographics
  • disability
  • diverse
  • English for Speakers of Other Languages (ESOL)
  • English Language Learner (ELL)
  • hard of hearing
  • hearing loss
  • multicultural

Disciplines

  • Psychology
  • Curriculum and Instruction

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