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Books > Social sciences > Education > Teaching of specific groups > Teaching of those with special educational needs > Teaching of hearing-impaired persons
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Bilingualism and Bilingual Deaf Education (Hardcover)
Loot Price: R3,456
Discovery Miles 34 560
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Bilingualism and Bilingual Deaf Education (Hardcover)
Series: Perspectives on Deafness
Expected to ship within 10 - 15 working days
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In Bilingualism and Bilingual Deaf Education, volume editors Marc
Marschark, Gladys Tang, and Harry Knoors bring together diverse
issues and evidence in two related domains: bilingualism among deaf
learners - in sign language and the written/spoken vernacular - and
bilingual deaf education. The volume examines each issue with
regard to language acquisition, language functioning,
social-emotional functioning, and academic outcomes. It considers
bilingualism and bilingual deaf education within the contexts of
mainstream education of deaf and hard-of-hearing students in
regular schools, placement in special schools and programs for the
deaf, and co-enrollment programs, which are designed to give deaf
students the best of both educational worlds. The volume offers
both literature reviews and new findings across disciplines from
neuropsychology to child development and from linguistics to
cognitive psychology. With a focus on evidence-based practice,
contributors consider recent investigations into bilingualism and
bilingual programming in different educational contexts and in
different countries that may have different models of using spoken
and signed languages as well as different cultural expectations.
The 18 chapters establish shared understandings of what are meant
by "bilingualism," "bilingual education," and "co-enrollment
programming," examine their foundations and outcomes, and chart
directions for future research in this multidisciplinary area.
Chapters are divided into three sections: Linguistic, Cognitive,
and Social Foundations; Education and Bilingual Education; and
Co-Enrollment Settings. Chapters in each section pay particular
attention to causal and outcome factors related to the acquisition
and use of these two languages by deaf learners of different ages.
The impact of bilingualism and bilingual deaf education in these
domains is considered through quantitative and qualitative
investigations, bringing into focus not only common educational,
psychological, and linguistic variables, but also expectations and
reactions of the stakeholders in bilingual programming: parents,
teachers, schools, and the deaf and hearing students themselves.
General
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