A new kind of heterogeneity: What we can learn from d/Deaf and hard of hearing multilingual learners

The present article introduces a special issue of the American Annals of the Deaf. Students who are d/Deaf or hard of hearing and come from homes where a language other than English or American Sign Language is used constitute 19.4%–35.0% of the U.S. d/Dhh population (Gallaudet Research Institute, 2...

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Bibliographic Details
Published in:American Annals of the Deaf
Main Authors: Cannon, Joanna E., Guardino, Caroline, Gallimore, Erin
Format: Text
Language:unknown
Published: UNF Digital Commons 2016
Subjects:
Bilingual
culturally and linguistically diverse (CALD)
Deaf
Deaf multilingual learner (DML)
Deafness and diversity (DAD)
Demographicsl Disability
Diverse
English for speakers of other languages (ESOL)
English language learner (ELL)
Hard of hearing
Hearing loss
Multicultural
DML
Online Access:https://digitalcommons.unf.edu/unf_faculty_publications/2209
https://doi.org/10.1353/aad.2016.0015
Description
Summary:The present article introduces a special issue of the American Annals of the Deaf. Students who are d/Deaf or hard of hearing and come from homes where a language other than English or American Sign Language is used constitute 19.4%–35.0% of the U.S. d/Dhh population (Gallaudet Research Institute, 2013). The authors propose moving beyond the standardized use of the designation English Language Learners to embrace terminology encompassing these learners as diverse and rich in language: d/Dhh Multilingual Learners (DMLs). The authors present (a) a discussion of terminology, (b) an overview of available demographic data, (c) a synopsis of the special issue, (d) themes across three case study vignettes, and (e) overall recommendations to advance curriculum design and pedagogy for DMLs. Questions are posed challenging researchers and practitioners to investigate theory, research, and pedagogy that can enhance practice with DMLs and their families.

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