Responding to Cultural and Linguistic Diversity Among Deaf and Hard-of-Hearing Learners

Leigh, Greg; Crowe, Kathryn

doi:10.1093/acprof:oso/9780190215194.003.0004

Cited by 21 publications

(8 citation statements)

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“…Whilst there has been extensive research examining how deafness influences the development of cognitive, social and emotional skills, there is little research evidence to indicate such findings are influencing practice in the classroom. New perspectives and understandings of deaf children's learning within the classroom are therefore, required (Knoors and Marschark, 2014;Leigh and Crowe, 2015;Marschark and Hauser, 2008). 1 Within the UK, and in this paper, the term deaf is used to describe all levels of deafness that impact on a person's ability to access spoken language, including in noisy environments…”

Section: Introductionmentioning

confidence: 99%

Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives

Salter

Swanwick

Pearson

2017

Deafness & Education International

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Section: Introductionmentioning

confidence: 99%

Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives

Salter

Swanwick

Pearson

2017

Deafness & Education International

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“…In addition, increasing numbers of deaf children with Eastern European and Roma backgrounds are identified on school and service caseloads. Incomplete knowledge about group and individual language experience and repertoire makes it difficult to organise support for deaf children and their families (Atkin et al 2002;Leigh and Crowe 2015;Willoughby 2012). …”

Section: Language and Cultural Diversitymentioning

confidence: 99%

“…It is unusual to find studies that look at the children's second language skills in depth. Available studies that do consider heritage language and cultural diversity have focused predominantly on what influences language use at home and school and priorities for language intervention (Leigh and Crowe 2015;Crowe et al 2014;Willoughby 2012).…”

Section: Bimodal Bilingualismmentioning

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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“…Similarly to the hearing society, the internal structure of the Deaf community is not homogeneous; its members can have different backgrounds, family languages and cultural affiliations (Leigh and Crowe 2015). From the homogenizing linguistic-cultural perspective of the ethnic-national majority, the use of minority languages might act as a disadvantage-generating factor (O'Neill 2013).…”

Section: Introductionmentioning

confidence: 99%

“…The notion of bilingualism, when referring to the linguistic-cultural needs of the ethnic-national minority Deaf learners, may be misleading (Ohna 2003), as they are in fact in a situation of dual bilingualism. In this context, the linguistic and cultural diversity of Deaf learners can be efficiently incorporated into educational strategies to promote their education and social inclusion by acknowledging that Deaf learners, similarly to hearing learners can have different backgrounds, family languages and cultural affiliations, and everyone has a fundamental right to live their identity under favorable conditions (Leigh and Crowe 2015).…”

Section: Introductionmentioning

confidence: 99%

Linguistic Socialization and Identity in Ethnic Hungarian Deaf Families in Romania

Belényi

Gábor

2020

CEJER

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Ethnic minority Deaf people form a social group whose members often share complex and multiple cultural backgrounds. This research explores linguistic socialization and identity development in ethnic Hungarian Deaf families living in a multi-cultural region of Romania, examining the identity related aspects of the family formation and the transmission of identity to children in ethnically homogenous (Hungarian) or heterogeneous (Hungarian-Romanian) families founded by Deaf spouses. Methodologically the research is based on survey among members of the ethnic Hungarian Deaf community in Bihor County and their ethnic Romanian spouses, career interviews with Hungarian Deaf Special School graduates and family case studies of two or three generation Deaf families. The research results reveal that the ethnic homogeneity of Deaf family partners is a key factor in handing down to children the Hungarian ethnic-national identity and the Hungarian sign language / oral language knowledge. The research findings also highlight the fact that within family interactions involving three generations where Deaf and hearing, ethnic minority and ethnic majority family members are present, specific, multifaceted communication models may prevail, and pathways and modes of identity transmission with particular characteristics may occur.

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Responding to Cultural and Linguistic Diversity Among Deaf and Hard-of-Hearing Learners

Cited by 21 publications

References 0 publications

Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives

Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives

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

Linguistic Socialization and Identity in Ethnic Hungarian Deaf Families in Romania

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