The Limits of “Communication Mode” as a Construct
Bibliographic Data
| ID | 15018196 |
|---|---|
| Authors | Matthew L Hall (0000-0002-3546-4329, Temple University), Sheila Dills (Independent) |
| Year | 2020 |
| Volume | 25 |
| Issue | 4 |
| Pages | 383-397 |
| Publication date | 2020-09-10 |
| Peer Reviewed | Yes |
| 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/deafed/enaa009 |
| PMID | 32432678 |
| OpenAlex | W3027839006 |
| Language | EN |
| Citations received | 5 |
| References cited | 50 |
Questions about communication mode (a.k.a. “communication options” or “communication opportunities”) remain among the most controversial issues in the many fields that are concerned with the development and well-being of children (and adults) who are d/Deaf or hard of hearing. In this manuscript, we argue that a large part of the reason that this debate persists is due to limitations of the construct itself. We focus on what we term “the crucial question”: namely, what kind of experience with linguistic input during infancy and toddlerhood is most likely to result in mastery of at least one language (spoken or signed) by school entry. We argue that the construct of communication mode—as currently construed—actively prevents the discovery of compelling answers to that question. To substantiate our argument, we present a review of a relevant subset of the recent empirical literature and document the prevalence of our concerns. We conclude by articulating the desiderata of an alternative construct that, if appropriately measured, would have the potential to yield answers to what we identify as “the crucial question.”
Argument (complex analysis) · Construct (python library) · Epistemology · Focus (optics) · Mode (computer interface) · Term (time) · Computer Science · Hearing Impairment and Communication · Hearing Loss and Rehabilitation · Language Development and Disorders · Psychology
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| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2023 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |