Biliteracy, or the development of reading, writing, speaking,
listening, and thinking competencies in more than one language, is
a complex and dynamic process. The process is even more challenging
when the languages used in the literacy process differ in modality.
Biliteracy development among deaf students involves the use of
visual languages (i.e., sign languages) and auditory languages
(spoken languages). Deaf students' sign language proficiency is
strongly related to their literacy abilities. The distinction
between bilingualism and multilingualism is critical to our
understanding of the underserved, the linguistic deficit, and the
underachievement of deaf and hard of hearing (D/HH) immigrant
students, thus bringing the multilingual and immigrant aspect into
the research on deaf education. Multilingual and immigrant students
may face unique challenges in the course of their education. Hence,
in the education of D/HH students, the intersection of issues such
as biculturalism/multiculturalism, bilingualism/multilingualism,
and immigration can create a dilemma for teachers and other
stakeholders working with them. Deaf Education and Challenges for
Bilingual/Multilingual Students is an essential reference book that
provides knowledge, skills, and dispositions for teaching
multicultural, multilingual, and immigrant deaf and hard of hearing
students globally and identifies the challenges facing the
inclusion needs of this population. This book fills a current gap
in educational resources for teaching immigrant, multilingual, and
multicultural deaf students in learning institutions all over the
world. Covering topics such as universal design for learning,
inclusion, literacy, and language acquisition, this text is crucial
for classroom teachers of deaf or hard of hearing students, faculty
in deaf education programs, language instructors, students,
pre-service teachers, researchers, and academicians.
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