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Cover

Language Learning in Children Who Are Deaf and Hard of Hearing

Theory to Classroom Practice

Second Edition

Susan R. Easterbrooks

Publication Date - 17 November 2020

ISBN: 9780197524886

352 pages
Paperback
6 1/8 x 9 1/4 inches

In Stock

The only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind.

Description

This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes.

New to this Edition

  • Caseload information and case histories are woven throughout the book rather than included as a separate chapter as in the previous version
  • Considers the experience of teachers who are managing language instruction with DHH students and full case loads in the general education environment

Features

  • Designed for classroom teachers who must instruct children in academic knowledge while helping them master a first language
  • Provides authoritative guidance on what a teacher and parent can do next to help school-age deaf and hard-of-hearing children master communication
  • Avoids promotion of one philosophy over another, presenting all and demonstrating the commonalities across classroom language instruction approaches for DHH children
  • Features companion website with additional resources for instructors

About the Author(s)

Susan R. Easterbrooks is Professor Emerita, Department of Educational Psychology and Special Education at Georgia State University in Atlanta, Georgia. She has been in the field of deaf education for over 45 years as a teacher, lecturer, clinician, school administrator, school psychologist, researcher, and author. She has written numerous articles and chapters as well as three textbooks on language and literacy development in DHH students, and she is currently the Editor-in-Chief of the Journal of Deaf Studies and Deaf Education.

Table of Contents

    Chapter 1. Introduction
    Chapter 2. Perspectives on Language Instruction
    Chapter 3. Current Research on the Acquisition of Language in Children Who are Deaf and Hard-of-Hearing
    Chapter 4. Assessment and Planning for Language Instruction
    Chapter 5. Instructional Practices and Strategies
    Chapter 6. Teaching Vocabulary and Morphosyntax
    Chapter 7. The Role of Asking and Answering Questions in Language Acquisition
    Chapter 8. English and ASL Grammar
    Chapter 9. Classroom Case Histories

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