An individual who is DHH and learning more than one language (spoken, written, and/or signed) (see Cannon, Guardino, & Gallimore, 2016 ).
Published in Chapter:
Family-Centered Intervention for Deaf and Hard of Hearing Multilingual Learners
Elizabeth A. Rosenzweig (MGH Institute of Health Professions, USA), Jenna M. Voss (Fontbonne University, USA), Maria Emilia de Melo (City of Toronto, Canada), and María Fernanda Hinojosa Valencia (Aurea Lab Center, Mexico)
Copyright: © 2022
|Pages: 21
DOI: 10.4018/978-1-7998-8181-0.ch010
Abstract
This chapter explores principles of family-centered listening and spoken language (LSL) intervention, research, and best practices for children who are d/Deaf or hard of hearing (DHH) using multiple spoken languages and their families. Children with any degree/type of hearing loss who are in environments where multiple languages are spoken are referred to as deaf multilingual learners (DMLs). The language landscape for these children is varied. Some DMLs acquire a first language (L1) at home and are exposed to subsequent spoken languages in school or community settings; others are born into families where multiple languages are spoken from the beginning. While the chapter focuses on a framework of family-centered intervention applied to language development for DMLs whose families have selected LSL outcomes, the principles discussed broadly apply to DMLs using varied language(s) or modality(ies). Through analysis of best practices for interventionists and case studies, readers will understand bi/multilingual spoken language development for children who are DHH.