Language Learning in Children Who Are Deaf and Hard of Hearing

This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes.

• Designed for classroom teachers who must instruct children in academic knowledge while helping them master a first language
• Provides authoritative guidance on what a teacher and parent can do next to help school-age deaf and hard-of-hearing children master communication
• Avoids promotion of one philosophy over another, presenting all and demonstrating the commonalities across classroom language instruction approaches for DHH children
• Features companion website with additional resources for instructors

Table of Contents

Chapter 1. Introduction Chapter 2. Perspectives on Language Instruction Chapter 3. Current Research on the Acquisition of Language in Children Who are Deaf and Hard-of-Hearing Chapter 4. Assessment and Planning for Language Instruction Chapter 5. Instructional Practices and Strategies Chapter 6. Teaching Vocabulary and Morphosyntax Chapter 7. The Role of Asking and Answering Questions in Language Acquisition Chapter 8. English and ASL Grammar Chapter 9. Classroom Case Histories