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The Oxford Handbook of Deaf Studies in Language

Edited by Marc Marschark and Patricia Elizabeth Spencer

Oxford Library of Psychology

Provides new theory and research that offers new information while helping to integrate and resolve apparently contradictory findings from past research
Presents alternative perspectives in a way that provides a coherent view of a diverse, multidisciplinary, and interdisciplinary field
Offers information directly addressing language policy and practice in and beyond classrooms
Includes strong international collaboration

The Oxford Handbook of Deaf Studies in Language

Edited by Marc Marschark and Patricia Elizabeth Spencer

Description

Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly.

This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. The contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.

The Oxford Handbook of Deaf Studies in Language

Edited by Marc Marschark and Patricia Elizabeth Spencer

Oxford Library of Psychology

Foreword
Contributors
Part One - Policies, Choices, and Foundations
1. It Seems Just Like Yesterday
Patricia E. Spencer
2. Foundations for Language Development in Deaf Children and the Consequences for Communication Choices
Harry Knoors
3. Rethinking Total Communication: Looking Back, Moving Forward
Connie Mayer
4. From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language
Mieke Van Herreweghe, Maartje De Meulder, and Myriam Vermeerbergen
5. The Role of Language in Deaf and Hard-of-Hearing Children's Social-Emotional Development
Manfred Hintermair
Part Two - The Basics of Language and Language Development
6. Perception of the Prosodic Characteristics of Spoken Language by Individuals with Hearing Loss
Tova Most
7. The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children with Hearing Loss
Louise Paatsch and Diane Toe
8. Grammatical Competence after Early Cochlear Implantation
Louise Duchesne
9. Spoken Vocabulary Development in Deaf Children with and without Cochlear Implants
Mary K. Fagan
10. Fingerspelling: Beyond Handshape Sequences
Jonathan Keane Diane Brentari
11. Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions
Daan Hermans, Loes Wauters, Margot Willemsen, and Harry Knoors
Part Three - Multimodal and Multilingual Language Development
12. Bimodal Bilingualism: Sign Language and Spoken Language
Ronice Muller de Quadros, Diane Lillo-Martin, and Deborah Chen Pichler
13. Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study
Gladys Tang and Chris Kun-Man Yiu
14. Acquisition of Sign Language as a Second Language (L2)
Deborah Chen Pichler and Elena Koulidobrova
15. Teaching English as a Second Language to Deaf and Hard-of-Hearing Students
Ewa Domagala-Zysk
Part Four - Neurological and Neurocognitive Bases of Language
16. A Biolinguistic Approach to Sign Languages
Antonio Benítez-Burraco
17. Neurocognitive Function in Deaf Children with Cochlear Implants: Early Development and Long-Term Outcomes
Irina Castellanos, David B. Pisoni, William G. Kronenberger, and Jessica Beer
18. Neurolinguistic Studies of Sign Language Bilingualism
David P. Corina
19. What the Illiterate Brain Tells the Deaf Brain
Alexandra Castro-Caldas
Part Five: Challenges for Language Users and Language Researchers
20. New Directions in Signed Language Assessment
Wolfgang Mann and Tobias Haug
21. Investigating Sign Language Development, Delay, and Disorder in Deaf Children
Chloë Marshall and Gary Morgan
22. Language and Communication in People Who Are Deafblind
Mathijs P. J. Vervloed and Saskia Damen
23. Dyslexia and Deafness
Ros Herman and Penny Roy
Part Six: Supporting Literacy and Learning

24. Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading
Jacqueline Leybaert, Clemence Bayard, Cecile Colin and Carol LaSasso
25. Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children
Susan R. Easterbrooks and Jessica W. Trussell
26. Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners
Joseph H. Bochner and Aaron Kelstone
27. The Impact of Cochlear Implants on Deaf Children's Literacy
Margaret Harris
28. Scaffolding Learning through Classroom Talk: The Role of Translanguaging
Ruth Swanwick
29. Understanding Language in the Real World
Marc Marschark, Elizabeth Jackson Machmer, and Carol Convertino
Index

The Oxford Handbook of Deaf Studies in Language

Edited by Marc Marschark and Patricia Elizabeth Spencer

Oxford Library of Psychology

Author Information

Edited by Marc Marschark, Professor, Center for Education Research Partnerships, National Technical Institute for the Deaf, Rochester Institute of Technology, and Edited by Patricia Elizabeth Spencer, Professor Emerita, Gallaudet University

Marc Marschark is a Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition. His current research focuses on such relations among deaf children and adults in formal and informal educational settings. He is co-Editor of the Journal of Deaf Studies and Deaf Education.

Patricia Elizabeth Spencer is Professor Emerita of Social Work at Gallaudet University. As a Research Scientist at Gallaudet's Center for Studies in Education and Human Development, she had conducted research on early cognitive and communication/language development of deaf and hard-of-hearing children. Her on-going interest in communication and language development grew from her hands-on experiences as a teacher, assessment specialist, and educational advocate for deaf and hard-of-hearing students as well as those with multiple learning challenges.

Contributors:

Clémence Bayard
Ph.D. Faculty of School Psychology and Education
Center for Research in Cognitive Sciences
Université libre de Bruxelles
Brussels, Belgium

Jessica Beer
DeVault Otologic Research Laboratory
Department of Otolaryngology Head and Neck Surgery
Indiana University School of Medicine
Indianapolis, IN

Antonio Benítez-Burraco
Department of Spanish Philology and its Didactics
University of Huelva
Huelva, Spain

Joseph H. Bochner
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, NY

Diane Brentari
Department of Linguistics
University of Chicago
Chicago, IL

Irina Castellanos
DeVault Otologic Research Laboratory
Department of Otolaryngology Head and Neck Surgery
Indiana University School of Medicine
Indianapolis, IN

Alexandre Castro-Caldas
Institute of Health Sciences
Centre for Interdisciplinary Research in Health
Catholic University of Portugal
Lisbon, Portugal

Deborah Chen Pichler
Department of Linguistics
Gallaudet University
Washington, DC

Cécile Colin
Ph.D. Faculty of Psychological and Education Sciences
Center for Research in Cognitive Sciences
Université libre de Bruxelles
Brussels, Belgium

Carol Convertino
Center for Education Research Partnerships
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, NY

David P. Corina
Center for Mind and Brain
Departments of Linguistics and Psychology
University of California, Davis
Davis, CA

Saskia Damen
Royal Dutch Kentalis and University of Groningen
Department of Special Needs Education and Youth Care
Groningen, The Netherlands

Maartje De Meulder
University of Jyväskylä, Finland
Antwerp, The Netherlands

Ewa Domagala-Zysk
John Paul II Catholic University of Lublin
Lublin, Poland

Louise Duchesne
Department of Speech-Language Pathology
Université du Québec à Trois-Rivières
Trois-Rivières, Québec, Canada

Susan R. Easterbrooks
Department of Educational Psychology, Special Education, and Communication Disorders
Georgia State University
Atlanta, GA

Mary K. Fagan
Department of Communication Science and Disorders
University of Missouri
Columbia, MO

Margaret Harris
Faculty of Health and Life Sciences
Oxford Brookes University
Oxford, UK

Tobias Haug
University of Applied Sciences of Special Needs Education
Zurich, Switzerland

Rosalind Herman
Language and Communication Science Division
City University
London, UK

Daan Hermans
Royal Dutch Kentalis - Kentalis Academy
Sint-Michielsgestel, The Netherlands

Manfred Hintermair
University of Education
Heidelberg, Germany

Elizabeth Jackson Machmer
Center for Education Research Partnerships National Technical Institute for the Deaf Rochester Institute of Technology Rochester, NY

Jonathan Keane
Department of Linguistics
University of Chicago
Chicago, IL

Aaron Kelstone
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, NY

Harry Knoors
Royal Dutch Kentalis - Kentalis Academy
Sint-Michielsgestel
The Netherlands
Behavioural Science Institute
School of Educational Sciences
Radboud University Nijmegen
Nijmegen, The Netherlands

Elena Koulidobrova
Department of English, MS TESOL
Central Connecticut State University
New Britain, CT

William G. Kronenberger
Riley Child and Adolescent Psychiatry Clinic
Department of Psychiatry
Indiana University School of Medicine
Indianapolis, IN

Carol LaSasso
Center for the Study of Learning
Georgetown University
Washington, DC

Jacqueline Leybaert
Ph.D. Faculty of Psychological and Education Sciences
Center for Research in Cognitive Sciences
Université libre de Bruxelles
Brussels, Belgium

Diane Lillo-Martin
Department of Linguistics
University of Connecticut
Storrs, CT

Wolfgang Mann
School of Education
University of Roehampton
Roehampton Lane
London, UK

Marc Marschark
Center for Education Research Partnerships
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, NY

Chloë Marshall
Department of Psychology and Human Development
UCL Institute of Education, University College London
London, UK

Connie Mayer
Faculty of Education
York University
Toronto, Ontario, Canada

Gary Morgan
Deafness, Cognition & Language Research Centre
City University London
London, UK

Tova Most
School of Education and the Department of Communication Disorders
Tel-Aviv University
Tel-Aviv, Israel

Louise Paatsch
Faculty of Arts and Education
School of Education
Deakin University
Geelong, Victoria, Australia

David B. Pisoni
DeVault Otologic Research Laboratory
Department of Otolaryngology Head and Neck Surgery
Indiana University School of Medicine
Indianapolis, IN
Speech Research Laboratory
Department of Psychological and Brain Sciences
Indiana University
Bloomington, IN

Ronice Müller de Quadros
Centro de Comunicação e Expressão
Departamento de Libras
Universidade Federal de Santa Catarina
Florianópolis, Brazil

Penny Roy
Language and Communication Science Division
City University
London, UK

Patricia Elizabeth Spencer
Bethesda, MD

Ruth Swanwick
School of Education
University of Leeds
Leeds, UK

Gladys Tang
Centre for Sign Linguistics and Deaf Studies
Chinese University of Hong Kong
Hong Kong, SAR, China

Dianne Toe
Faculty of Arts and Education
School of Education
Deakin University
Geelong, Victoria, Australia

Jessica W. Trussell
Masters of Science in Secondary Education
National Technical Institute for the Deaf
Rochester Institute of Technology
Rochester, NY

Mieke Van Herreweghe
Linguistics Department
Ghent University
Ghent, Belgium

Myriam Vermeerbergen
KU Leuven
Faculty of Arts, Campus Antwerp
Antwerp, Belgium

Mathijs P. J. Vervloed
Behavioural Science Institute
School of Educational Sciences
Radboud University Nijmegen
Nijmegen, The Netherlands

Loes Wauters
Royal Dutch Kentalis - Kentalis Academy
Sint-Michielsgestel, The Netherlands

Margot Willemsen
Royal Dutch Kentalis - Kentalis Talent
Vught, The Netherlands

Chris Kun-Man Yiu
Centre for Sign Linguistics and Deaf Studies
Chinese University of Hong Kong
Hong Kong, SAR, China