Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children

Knoors, Harry; Marschark, Marc

doi:10.1093/deafed/ens018

Cited by 142 publications

(107 citation statements)

References 63 publications

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“…With the increasing frequency of cochlear implantation among deaf children, more of them have opportunities for spoken language than ever before (Knoors & Marschark, 2012). Accordingly, a variety of studies has found deaf youth to report greater self-confidence and social well-being after receiving CIs (e.g., Dammeyer, 2010;Hilton, Jones, Harmon, & Cropper, 2013;Jambor & Elliott, 2005;Leigh, Maxwell-McCaw, Bat-Chava, & Christiansen, 2009;Wheeler, Archbold, Gregory & Skipp, 2007).…”

Section: Social Maturity Among Deaf Learnersmentioning

confidence: 99%

Social Maturity and Executive Function Among Deaf Learners

Marschark

Kronenberger

Rosica

et al. 2016

J. Deaf Stud. Deaf Educ.

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Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language. EF difficulties again were associated with social maturity. The present results indicate that EF and social maturity are interrelated, but those relations vary in different deaf subpopulations. As with academic achievement, CI use appears to have little long-term impact on EF or social maturity. Results are discussed in terms of their convergence with findings related to incidental learning and functioning in several domains.

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Section: Social Maturity Among Deaf Learnersmentioning

confidence: 99%

Social Maturity and Executive Function Among Deaf Learners

Marschark

Kronenberger

Rosica

et al. 2016

J. Deaf Stud. Deaf Educ.

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“…It is a condition that presents co-morbid disabling conditions for persons with hearing loss. However, a larger percentage of previous studies conducted among the population of individuals with hearing loss most especially in Nigeria and other Sub Sahara Africa have concentrated more on stress and psychosocial issues [35], academic achievement [36,37], speech and language development [38] while a few studies have been conducted on depression among individuals with hearing loss. Given the fact that individuals with hearing loss are more prone to having mental health problem due to their communication difficulties and endearing negative societal attitude experience by individuals with hearing loss.…”

Section: Introductionmentioning

confidence: 99%

Depression and Individuals with Hearing Loss: A Systematic Review

Adigun¹

2017

J Psychol Psychother

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Introduction: Hearing loss is a silent disability that reduces the hearing acuity of an individual and makes it difficult to perceive or interpret auditory signals. Persons with hearing loss are a heterogeneous group comprising of diverse and complex psychosocial characteristics of individuals who does not readily enjoy the empathy/sympathy received by other forms of disabilities that is readily visible. Hearing loss usually predisposes sufferers to resentment, hostility, rejection and subtle denial resulting to a cascading effect on socio-emotional development and could ultimately lead to depression.Objective: This study assessed the extent and trend of studies on depression among individuals with hearing loss which are domiciled online data bases and to establish the strengths and limitation of such studies in Nigeria. Methods:To conduct this systematic review, a thorough search across multiple databases was undertaken, based upon five search facets ("depression", "depressive symptoms", "hearing loss", "deaf" and "hard of hearing"). Five electronic databases, key texts and references in the articles identified were scrutinized for article that have in their title "depression" and "hearing loss". Results:Data gathered revealed that hearing loss is significantly associated with depression while the onset and degrees of hearing loss poses to be a major correlate of depressive symptoms among the elderly. The study revealed that there is a dearth of studies which distinguished between communication options, parental involvement, socioeconomic status or birth order of the Deaf respondents/participants in relation to depression in their studies. Conclusion:There is a great tendency for depression among the Deaf and/or hard of hearing which may as well instigate suicidal thoughts. This study observed a dearth of studies on depression and its associated symptoms among the Deaf and/or hard of hearing in Nigeria and the Sub-Sahara Africa. Therefore, psychologist and other mental health workers should not take for granted any depressive symptoms among persons with hearing loss.

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“…In the UK this type of language blending is called Sign Supported English (SSE) and is recognised as a natural and spontaneous feature of contact among deaf and hearing children and adults (Pfau et al 2012;Sutton-Spence and Woll 1999). SSE is also a form of visual language used in the educational context to provide a through the air experience of spoken English (Knoors and Marschark 2012;Mayer and Akamatsu 2000).…”

Section: Repertoirementioning

confidence: 99%

Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context

Swanwick

Wright

Salter

2016

Applied Linguistics Review

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This paper examines the meaning of plurality and diversity with respect to deaf children’s sign and spoken language exposure and repertoire within a super diverse context. Data is drawn from a small-scale project that took place in the North of England in a Local Authority (LA) site for deaf education. The project documented the language landscape of this site and gathered five individual case studies of deaf children to examine their plural and diverse language practices at home and at school. Analysis of the language landscape and case studies from this context is undertaken in order to define and exemplify deaf children’s language plurality and diversity in terms of context and individual experience. Concepts of repertoire are explored with particular reference to the unique type of translanguaging that the plural use of sign and spoken languages affords. Implications of these preliminary insights are discussed in terms of the development of methodologies that are sensitive to the particular translanguaging practices of deaf children, and approaches to pedagogy that are appropriately nuanced and responsive to deaf children’s language plurality and diversity.

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Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children

Cited by 142 publications

References 63 publications

Social Maturity and Executive Function Among Deaf Learners

Social Maturity and Executive Function Among Deaf Learners

Depression and Individuals with Hearing Loss: A Systematic Review

Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context

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