Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
Bibliographic Data
| ID | 21333018 |
|---|---|
| Authors | Joanna Cannon (0000-0003-4552-4476, University of British Columbia), Nicole Marx (0000-0002-7027-0618, University of Cologne, corresponding author) |
| Year | 2024 |
| Volume | 62 |
| Issue | 2 |
| Pages | 1009-1037 |
| Publication date | 2024-06-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2022-0206 |
| OpenAlex | W4315797117 |
| Language | EN |
| Citations received | 11 |
| References cited | 47 |
In recent years, research interest in both multilingual learners and, more specifically, in immigrant populations has increased. This is also true for students who are d/Deaf and hard of hearing (d/Dhh) and have families who do not speak or sign the languages of the wider community at home (d/Dhh multilingual learners; DML), and may be recent immigrants transitioning to a new country (immigrant DML; IDML). This is a low-incidence, diverse population of learners with minimal research on both language development and on adequate language support during the schooling years. The present study is a scoping review of the research methodologies utilized to conduct 33 original studies. The results help to explain why research is both lacking and sorely needed, and provide a basis for researchers to identify desiderata in research foci and research designs. Recommendations for educational research with DMLs are proposed
Deaf community · Immigration · Linguistics · Political science · Population · Sign language · Sociology · Hand Gesture Recognition Systems · Hearing Impairment and Communication · Psychology · Subtitles and Audiovisual Media
Culturally linguistically responsive teaching strategies
Family language policy in Chinese d/Deaf-parented families with hearing children
The complexity in deaf and hard-of-hearing multilingual learner education
Teachers’ use of semiotic resources in the multimodal-multilingual language instruction
Multilingual and multimodal methods to examining the situated communication among deaf children and their caregivers
Language learning challenges for adult deaf migrants in Sweden
Language education of immigrant d/Deaf and hard-of-hearing multilingual learners – an interview study
Assessing vocabulary knowledge in written and signed languages of immigrant DHH learners – examining convergent validity
Exploring identity building, language transmission and educational strategies for immigrant d/Deaf multilingual learners
Breaking silence
Introduction to the special issue ‘immigrant deaf and hard-of-hearing additional language learners’
Sampling
A systematic review of cross-linguistic and multilingual speech and language outcomes for children with hearing loss
Deaf children need language, not (just) speech
Decisions Hispanic Families Make After the Identification of Deafness
Alignment of Single-Case Design (SCD) Research With Individuals Who Are Deaf or Hard of Hearing With the What Works Clearinghouse Standards for SCD Research
Professionals’ Perspectives on Supporting Deaf Multilingual Learners and Their Families
An Ethnographic Study of Deaf Refugees Seeking Asylum in Finland
Family language policy on holiday
Language maintenance and the deaf child
Emergent Bilinguals and Tesol
| Citations per year | 3.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |