Bilingualism and Bilingual Deaf Education

Hardcover | July 4, 2014

EditorMarc Marschark, Gladys Tang, Harry Knoors

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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 indifferent 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-enrollmentprogramming," 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 eachsection 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.

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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 ...

Marc Marschark is Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and a...

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Hardcover|Oct 26 2011

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Format:HardcoverDimensions:496 pages, 9.25 × 6.12 × 0.98 inPublished:July 4, 2014Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199371814

ISBN - 13:9780199371815

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Table of Contents

Preface1. Harry Knoors, Gladys Tang, and Marc Marschark: Bilingualism and Bilingual Deaf Education: Time To Take StockPart 1. Linguistic, Cognitive and Social Foundations2. Carolina Plaza-Pust: Language Development and Language Interaction in Sign Bilingual Language Acquisition3. Pasquale Rinaldi, Maria Cristina Caselli, Daniela Onofrio, and Virginia Volterra: Language Acquisition by Bilingual Deaf Preschoolers: Theoretical, Methodological Issues and Empirical Data4. Ellen Ormel and Marcel Giezen: Bimodal Bilingual Cross-Language Interaction: Pieces of the Puzzle5. Daniel Holzinger and Johannes Fellinger: Sign Language and Reading Comprehension: No Automatic Transfer6. Elizabeth Walker and Bruce Tomblin: The Influence of Communication Mode on Language Development in Children with Cochlear Implants7. Manfred Hintermair: Psychosocial Development in Deaf and Hard-of-Hearing Children in the 21st Century: Opportunities and Challenges8. Ana Mineiro, Maria Vania Silva Nunes, Mara Moita, Sonia Silva, and Alexandre Castro-Caldas: Bilingualism and Bimodal Bilingualism in Deaf People: A Neurolinguistic ApproachPart 2. Education9. Marc Marschark and ChongMin Lee: Navigating Two Languages in the Classroom: Goals, Evidence, and Outcomes10. Loes Wauters and Annet de Klerk: Improving Reading Instruction to Deaf and Hard-of-Hearing Students11. Daan Hermans, Loes Wauters, Annet de Klerk, and Harry Knoors: Quality of Instruction in Bilingual Schools for Deaf Children: Through the Children's Eyes and the Camera's Lens12. Ruth Swanwick, Ola Hendar, Jesper Dammeyer, Ann-Elise Kristoffersen, Jackie Salter, and Eva Simonsen: Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe: Implications for Professional Development and TrainingPart 3. Bilingual education in co-enrollment settings13. Gladys Tang, Scholastica Lam, and Kun-man Chris Yiu: Language Development of Severe to Profoundly Deaf Children Studying in a Sign Bilingual and Co-Enrollment Environment14. Kun-man Chris Yiu and Gladys Tang: Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-Enrollment Environment15. Mar Perez Martin, Marian Valmaseda Balanzategui, and Gary Morgan: Sign Bilingual and Co-Enrollment Education for Children with Cochlear Implants in Madrid, Spain: A Case Study16. Daan Hermans, Annet de Klerk, Loes Wauters, and Harry Knoors: The Twinschool: A Co-Enrollment Program in the Netherlands17. Shirin Antia and Kelly K. Metz: Co-Enrollment in the United States: A Critical Analysis of Benefits and ChallengesEpilogue18. Marc Marschark, Harry Knoors, and Gladys Tang: Perspectives on Bilingualism and Bilingual Education for Deaf Learners