Title

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

Subject Area

ARRAY(0x5561e2704920)

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

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