TY - CHAP
T1 - Responding to cultural and linguistic diversity among deaf and hard-of-hearing learners
AU - Leigh, Greg
AU - Crowe, Kathryn
PY - 2015/4
Y1 - 2015/4
N2 - 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
AB - 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
U2 - 10.1093/acprof:oso/9780190215194.003.0004
DO - 10.1093/acprof:oso/9780190215194.003.0004
M3 - Chapter
SN - 9780190215194
T3 - Perspectives on deafness
SP - 69
EP - 92
BT - Educating deaf learners
A2 - Knoors, Harry
A2 - Marschark, Marc
PB - Oxford University Press
CY - New York
ER -