Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education
The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner...
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ftdoajarticles:oai:doaj.org/article:18d687aebe7c44ecaf8d566ee62de25a 2023-05-15T16:01:58+02:00 Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education Amanda Howerton-Fox Jodi L. Falk 2019-06-01T00:00:00Z https://doi.org/10.3390/educsci9020133 https://doaj.org/article/18d687aebe7c44ecaf8d566ee62de25a EN eng MDPI AG https://www.mdpi.com/2227-7102/9/2/133 https://doaj.org/toc/2227-7102 2227-7102 doi:10.3390/educsci9020133 https://doaj.org/article/18d687aebe7c44ecaf8d566ee62de25a Education Sciences, Vol 9, Iss 2, p 133 (2019) deaf education critical period for language sign bilingualism deaf multilingual learner (DML) english learner (EL) age of acquisition literacy cognition ableism Education L article 2019 ftdoajarticles https://doi.org/10.3390/educsci9020133 2022-12-30T22:36:13Z The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented. Article in Journal/Newspaper DML Directory of Open Access Journals: DOAJ Articles Education Sciences 9 2 133 |
institution |
Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
deaf education critical period for language sign bilingualism deaf multilingual learner (DML) english learner (EL) age of acquisition literacy cognition ableism Education L |
spellingShingle |
deaf education critical period for language sign bilingualism deaf multilingual learner (DML) english learner (EL) age of acquisition literacy cognition ableism Education L Amanda Howerton-Fox Jodi L. Falk Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education |
topic_facet |
deaf education critical period for language sign bilingualism deaf multilingual learner (DML) english learner (EL) age of acquisition literacy cognition ableism Education L |
description |
The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented. |
format |
Article in Journal/Newspaper |
author |
Amanda Howerton-Fox Jodi L. Falk |
author_facet |
Amanda Howerton-Fox Jodi L. Falk |
author_sort |
Amanda Howerton-Fox |
title |
Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education |
title_short |
Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education |
title_full |
Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education |
title_fullStr |
Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education |
title_full_unstemmed |
Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education |
title_sort |
deaf children as ‘english learners’: the psycholinguistic turn in deaf education |
publisher |
MDPI AG |
publishDate |
2019 |
url |
https://doi.org/10.3390/educsci9020133 https://doaj.org/article/18d687aebe7c44ecaf8d566ee62de25a |
genre |
DML |
genre_facet |
DML |
op_source |
Education Sciences, Vol 9, Iss 2, p 133 (2019) |
op_relation |
https://www.mdpi.com/2227-7102/9/2/133 https://doaj.org/toc/2227-7102 2227-7102 doi:10.3390/educsci9020133 https://doaj.org/article/18d687aebe7c44ecaf8d566ee62de25a |
op_doi |
https://doi.org/10.3390/educsci9020133 |
container_title |
Education Sciences |
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9 |
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2 |
container_start_page |
133 |
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