A new kind of heterogeneity: What we can learn from d/Deaf and hard of hearing multilingual learners
Document Type
Article
Publication Date
3-1-2016
Abstract
The present 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.
Publication Title
American Annals of the Deaf
Volume
161
Issue
1
First Page
8
Last Page
16
Digital Object Identifier (DOI)
10.1353/aad.2016.0015
PubMed ID
27156914
ISSN
0002726X
E-ISSN
15430375
Citation Information
Cannon, Guardino, C., & Gallimore, E. (2016). A New Kind of Heterogeneity: What We Can Learn From d/Deaf and Hard of Hearing Multilingual Learners. American Annals of the Deaf (Washington, D.C. 1886), 161(1), 8–16. https://doi.org/10.1353/aad.2016.0015