Deaf and Hard of Hearing Multilingual Learners
Bibliographic Data
| ID | 15017359 |
|---|---|
| Authors | Chidinma Amadi (Georgia State University Department of Learning Sciences, corresponding author), Joanna Cannon (0000-0003-4552-4476, Department of Educational Counselling Psychology and Special Education , Vancouver Campus, 2125 Main Mall Vancouver, BC V6T1Z4, Canada), Caroline Guardino (0000-0002-5714-086X, University of North Florida Department of Exceptional, Deaf, & Interpreter Education, , 1 UNF Drive 57/3520 Jacksonville, FL 32224) |
| Year | 2024 |
| Volume | 29 |
| Issue | 4 |
| Pages | 558-559 |
| Publication date | 2024-09-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/jdsade/enae029 |
| PMID | 39302100 |
| OpenAlex | W4402682569 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
Multilingual d/Deaf and hard of hearing (d/Dhh) learners (DML) encompass individuals whose home language differs from the dominant spoken or signed language, such as English or American Sign Language (ASL) who potentially face unique challenges that require tailored literacy and language instruction. Understanding the nuances and complexities of their learning experiences is crucial, as they may need to learn multiple languages, including sign language and spoken languages. These students also experience diverse schooling environments and language acquisition processes. Some are entering school with a developing language base and/or no or limited formal schooling, some have a strong foundation in their home language and have attended formal schooling, while others begin with interrupted formal education. Recognizing the variety of learners within this group is essential to addressing their specific needs. Other issues that may exist include how these learners are (mis)labeled, where they are placed for schooling, and how teachers are prepared to work with these learners. In publications, multilingual deaf learners are labeled using various acronyms, such as Immigrant Deaf Students of Color (IDSOC), Immigrant Multilingual Deaf Learners (IMDL), and Immigrant Deaf Multilingual Learners (IDML). The use of multiple terminologies can create difficulty identifying all the resources and research related to this population. Families of DMLs may not be fully aware of their rights during placement discussions and Individualized Education Plan (IEP) meetings. This lack of awareness can hinder their ability to secure appropriate educational placements and services, potentially affecting the educational success and well-being of their child. Additionally, there is a need for teachers to have training in culturally and linguistically responsive teaching practices to ensure that DMLs receive the appropriate academic support.
Audiology · Deaf education · Linguistics · Sign language · Computer Science · Hearing Impairment and Communication · Hearing Loss and Rehabilitation · Medicine · Noise Effects and Management · Philosophy · Psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |