The Oxford Handbook of Deaf Studies in Language

Hardcover | January 14, 2016

EditorMarc Marschark, Patricia Elizabeth Spencer

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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, but most especially near the end of the 20th and beginning of the21st century, 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. The contributors comprise an international group of prominent scholarsand practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of effortsto identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself;and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and DeafEducation, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.

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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, but most especially near the end of the 20th and beginning of the21st century, advances in the acquisition and d...

Marc Marschark is a 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. His current research focuses on such relations among deaf children...

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Format:HardcoverDimensions:496 pages, 10 × 7 × 0.98 inPublished:January 14, 2016Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0190241411

ISBN - 13:9780190241414

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Table of Contents

ForewordContributorsPart One: Policies, Choices, and Foundations1. Patricia E. Spencer: It Seems Just Like Yesterday2. Harry Knoors: Foundations for Language Development in Deaf Children and the Consequences for Communication Choices3. Connie Mayer: Rethinking Total Communication: Looking Back, Moving Forward4. Mieke Van Herreweghe, Maartje De Meulder, and Myriam Vermeerbergen: From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language5. Manfred Hintermair: The Role of Language in Deaf and Hard-of-Hearing Children's Social-Emotional DevelopmentPart Two: The Basics of Language and Language Development6. Tova Most: Perception of the Prosodic Characteristics of Spoken Language by Individuals with Hearing Loss7. Louise Paatsch and Diane Toe: The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children with Hearing Loss8. Louise Duchesne: Grammatical Competence after Early Cochlear Implantation9. Mary K. Fagan: Spoken Vocabulary Development in Deaf Children with and without Cochlear Implants10. Jonathan Keane Diane Brentari: Fingerspelling: Beyond Handshape Sequences11. Daan Hermans, Loes Wauters, Margot Willemsen, and Harry Knoors: Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and InterventionsPart Three: Multimodal and Multilingual Language Development12. Ronice Muller de Quadros, Diane Lillo-Martin, and Deborah Chen Pichler: Bimodal Bilingualism: Sign Language and Spoken Language13. Gladys Tang and Chris Kun-Man Yiu: Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study14. Deborah Chen Pichler and Elena Koulidobrova: Acquisition of Sign Language as a Second Language (L2)15. Ewa Domagala-Zysk: Teaching English as a Second Language to Deaf and Hard-of-Hearing StudentsPart Four: Neurological and Neurocognitive Bases of Language16. Antonio Ben!tez-Burraco: A Biolinguistic Approach to Sign Languages17. Irina Castellanos, David B. Pisoni, William G. Kronenberger, and Jessica Beer: Neurocognitive Function in Deaf Children with Cochlear Implants: Early Development and Long-Term Outcomes18. David P. Corina: Neurolinguistic Studies of Sign Language Bilingualism19. Alexandra Castro-Caldas: What the Illiterate Brain Tells the Deaf BrainPart Five: Challenges for Language Users and Language Researchers20. Wolfgang Mann and Tobias Haug: New Directions in Signed Language Assessment21. Chloe Marshall and Gary Morgan: Investigating Sign Language Development, Delay, and Disorder in Deaf Children22. Mathijs P. J. Vervloed and Saskia Damen: Language and Communication in People Who Are Deafblind23. Ros Herman and Penny Roy: Dyslexia and DeafnessPart Six: Supporting Literacy and Learning24. Jacqueline Leybaert, Clemence Bayard, Cecile Colin and Carol LaSasso: Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading25. Susan R. Easterbrooks and Jessica W. Trussell: Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children26. Joseph H. Bochner and Aaron Kelstone: Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners27. Margaret Harris: The Impact of Cochlear Implants on Deaf Children's Literacy28. Ruth Swanwick: Scaffolding Learning through Classroom Talk: The Role of Translanguaging29. Marc Marschark, Elizabeth Jackson Machmer, and Carol Convertino: Understanding Language in the Real WorldIndex