The Oxford Handbook of Deaf Studies in Language
The Oxford Handbook of Deaf Studies in Language
Marc Marschark, National Technical Institute for the Deaf—Rochester Institute of Technology, Rochester, NY, USA
Patricia Elizabeth Spencer, Ph.D., retired as Professor of Social Work at Gallaudet University. As a Research Scientist at Gallaudet’s Center for Studies in Education and Human Development, she had conducted research on early cognitive and communication/language development of deaf and hard-of-hearing children. Her ongoing interest in communication and language development grew from her “hands on” experiences as a teacher, assessment specialist, and educational advocate for deaf and hard-of-hearing students as well as those with multiple learning challenges.
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Abstract
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, advances in the acquisition and development of language competencies and skills have been increasingly rapidly. The Oxford Handbook of Deaf Studies in Language 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.The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts.
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Front Matter
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Part 1 Policies, Choices, and Foundations
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1
It Seems Like Only Yesterday …
Patricia Elizabeth Spencer
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2
Foundations for Language Development in Deaf Children and the Consequences for Communication Choices
Harry Knoors
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3
Rethinking Total Communication: Looking Back, Moving Forward
Connie Mayer
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4
From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language
Mieke Van Herreweghe and others
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5
The Role of Language in Deaf and Hard-of-Hearing Children’s Social-Emotional Development
Manfred Hintermair
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1
It Seems Like Only Yesterday …
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Part 2 The Basics of Language and Language Development
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6
Perception of the Prosodic Characteristics of Spoken Language by Individuals With Hearing Loss
Tova Most
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7
The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children With Hearing Loss
Louise Paatsch andDianne Toe
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8
Grammatical Competence After Early Cochlear Implantation
Louise Duchesne
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9
Spoken Vocabulary Development in Deaf Children With and Without Cochlear Implants
Mary K. Fagan
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10
Fingerspelling*: Beyond Handshape Sequences
Jonathan Keane andDiane Brentari
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11
Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions
Daan Hermans and others
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6
Perception of the Prosodic Characteristics of Spoken Language by Individuals With Hearing Loss
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Part 3 Multimodal and Multilingual Language Development
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12
Bimodal Bilingualism: Sign Language and Spoken Language
Ronice Müller de Quadros and others
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13
Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study
Gladys Tang andChris Kun-Man Yiu
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14
Acquisition of Sign Language as a Second Language
Deborah Chen Pichler andElena Koulidobrova
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15
Teaching English as a Second Language to Deaf and Hard-of-Hearing Students
Ewa Domagała-Zyśk
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12
Bimodal Bilingualism: Sign Language and Spoken Language
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Part 4 Neurological and Neurocognitive Bases of Language
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16
A Biolinguistic Approach to Sign Languages
Antonio Benítez-Burraco
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17
Neurocognitive Function in Deaf Children With Cochlear Implants: Early Development and Long-Term Outcomes
Irina Castellanos and others
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18
Neurolinguistic Studies of Sign Language Bilingualism
David P. Corina
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19
What the Illiterate Brain Tells the Deaf Brain
Alexandre Castro-Caldas
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16
A Biolinguistic Approach to Sign Languages
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Part 5 Challenges for Language Users and Language Researchers
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20
New Directions in Signed Language Assessment
Wolfgang Mann andTobias Haug
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21
Investigating Sign Language Development, Delay, and Disorder in Deaf Children
Chloë Marshall andGary Morgan
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22
Language and Communication in People Who Are Deafblind
Mathijs P. J. Vervloed andSaskia Damen
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23
Dyslexia and Deafness
Rosalind Herman andPenny Roy
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20
New Directions in Signed Language Assessment
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Part 6 Supporting Literacy and Learning
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24
Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading
Jacqueline Leybaert and others
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25
Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children
Susan R. Easterbrooks andJessica W. Trussell
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26
Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners
Joseph H. Bochner andAaron Kelstone
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27
The Impact of Cochlear Implants on Deaf Children’s Literacy
Margaret Harris
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28
Scaffolding Learning Through Classroom Talk: The Role of Translanguaging
Ruth Swanwick
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29
Understanding Language in the Real World
Marc Marschark and others
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24
Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading
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End Matter
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