Responding to cultural and linguistic diversity among deaf and hard-of-hearing learners

Greg Leigh, Kathryn Crowe

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This chapter considers cultural and linguistic diversity among deaf and hard-of-hearing learners. This diversity requires an inclusive and socially just approach to education, based on acknowledging and accommodating the cultural identities of these students and fostering their acquisition and use of whichever languages accord with those identities. Professionals who work with learners with hearing loss need to be culturally competent. They must be knowledgeable about and sensitive to the issues likely to arise in multicultural, multilingual, or cross-cultural teaching and learning contexts, and they must examine their own attitudes, values, and beliefs about people from other cultures and linguistic backgrounds. The chapter highlights the importance of these two broad tasks and discusses useful strategies and resources. The implications for professional practice in early intervention and education are considered, particularly in regard to supporting the family’s intentions in regard to their children’s use of multiple languages at home and at school. Keywords: cultural diversity, linguistic diversity, deaf, hard of hearing, cultural competence, multilingual, multicultural, education
Original languageEnglish
Title of host publicationEducating deaf learners
Subtitle of host publicationcreating a global evidence base
EditorsHarry Knoors, Marc Marschark
Place of PublicationNew York
PublisherOxford University Press
Chapter4
Pages69-92
Number of pages24
ISBN (Electronic)9780190254841
ISBN (Print)9780190215194
DOIs
Publication statusPublished - Apr 2015
Externally publishedYes

Publication series

NamePerspectives on deafness

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