Suchergebnisse

Preface -- Bilingualism and bilingual deaf education: time to take stock / Harry Knoors, Gladys Tang, and Marc Marschark -- Linguistic, cognitive and social foundations -- Language development and language interaction in sign bilingual language acquisition / Carolina Plaza-Pust -- Language acquisition by bilingual deaf preschoolers : theoretical, methodological issues and empirical data / Pasquale Rinaldi, Maria Cristina Caselli, Daniela Onofrio, and Virginia Volterra -- Bimodal bilingual cross-language interaction : pieces of the puzzle / Ellen Ormel and Marcel Giezen -- Sign language and reading comprehension : no automatic transfer / Daniel Holzinger and Johannes Fellinger -- The influence of communication mode on language development in children with Cochlear implants / Elizabeth Walker and Bruce Tomblin -- Psychosocial development in deaf and hard-of-hearing children in the 21th century: opportunities and challenges / Manfred Hintermair -- Bilingualism and bimodal bilingualism in deaf people : a neurolinguistic approach / Ana Mineiro, Maria Vânia Silva Nunes, Mara Moita, Sónia Silva, and Alexandre Castro-Caldas -- Education -- Navigating two languages in the classroom : goals, evidence, and outcomes / Marc Marschark and ChongMin Lee -- Improving reading instruction to deaf and hard-of-hearing students / Loes Wauters and Annet de Klerk -- Quality of instruction in bilingual schools for deaf children : through the children's eyes and the camera's lens / Daan Hermans, Loes Wauters, Annet de Klerk, and Harry Knoors -- Shifting contexts and practices in sign bilingual education in northern Europe : implications for professional development and training / Ruth Swanwick, Ola Hendar, Jesper Dammeyer, Ann-Elise Kristoffersen, Jackie Salter, and Eva Simonsen -- Bilingual education in co-enrollment settings -- Language development of severe to profoundly deaf children studying in a sign bilingual and co-enrollment environment / Gladys Tang, Scholastica Lam, and Kun-Man Chris Yiu -- Social integration of deaf and hard-of-hearing students in a sign bilingual and co-enrollment environment / Kun-man Chris Yiu and Gladys Tang -- Sign bilingual and co-enrollment education for children with cochlear implants in Madrid, Spain : a case study / Mar Pérez Martin, Marian Valmaseda Balanzategui, and Gary Morgan -- The twinschool : a co-enrollment program in the Netherlands / Daan Hermans, Annet de Klerk, Loes Wauters, and Harry Knoors -- Co-enrollment in the United States : a critical analysis of benefits and challenge / Shirin Antia and Kelly K. Metz -- Epilogue -- Perspectives on bilingualism and bilingual education for deaf learners / Marc Marschark, Harry Knoors, and Gladys Tang

This book offers a readable, comprehensive summary including everything a parent or teacher would want to know about growing up deaf. Marschark studies topics ranging from what it means to be deaf and the uniqueness of Deaf culture to the medical causes of early hearing loss; from technological aids for the deaf to the many ways that the environment of home and school can influence a deaf child's chances for success in both academic and social circles. He makes sense of the most current educational and scientific literature, and also talks to deaf children, their parents, and deaf adults about

RÉSUMÉ L'éducation des enfants sourds a subi beaucoup de changements depuis vingt-cinq ans, mais pour quels progrès ? Les sourds ont toujours un niveau de lecture intolérablement bas, et les aptitudes langagières et de résolution de problème qu'ils acquièrent manquent souvent de la flexibilité nécessaire au succès académique et à l'apprentissage tout au long de la vie. On avance dans cet article que nous avons échoué à reconnaître que les enfants sourds apprennent différemment des enfants entendants, et pourraient ainsi avoir gaspillé des ressources et opportunités. Nous sommes maintenant au seuil d'un progrès significatif à l'amélioration de l'éducation des enfants sourds. Cela va nécessiter une soigneuse considération des bases cognitives à l'apprentissage et aux interventions éducatives, ainsi qu'aux façons dont elles interagissent avec le développement social et langagier. L'utilisation de cette information nécessitera aussi la collaboration entre chercheurs et praticiens, ainsi qu'une communication claire et objective avec les parents d'enfants sourds.

The Oxford Handbook of Deaf Studies in Learning and Cognition focuses exclusively on learning, cognition, and cognitive development with regard to deaf individuals from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information

"This landmark volume presents the latest research on language, literacy and numeracy, cognition, and social and emotional development of deaf learners by internationally-recognized researchers and practitioners. Chapters focus on the translation of research into evidence-based teaching practices in deaf education and thus the improvement of student outcomes through professional development for teachers"--

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, 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.