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Confronting Assumptions in Immigrant Multilingual Deaf Education: Redefining Deaf Education

Confronting Assumptions in Immigrant Multilingual Deaf Education: Redefining Deaf Education

Millicent Malinda Musyoka
Copyright: © 2022 |Pages: 21
ISBN13: 9781799881810|ISBN10: 1799881814|ISBN13 Softcover: 9781799881827|EISBN13: 9781799881834
DOI: 10.4018/978-1-7998-8181-0.ch002
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MLA

Musyoka, Millicent Malinda. "Confronting Assumptions in Immigrant Multilingual Deaf Education: Redefining Deaf Education." Deaf Education and Challenges for Bilingual/Multilingual Students, edited by Millicent Malinda Musyoka, IGI Global, 2022, pp. 40-60. https://doi.org/10.4018/978-1-7998-8181-0.ch002

APA

Musyoka, M. M. (2022). Confronting Assumptions in Immigrant Multilingual Deaf Education: Redefining Deaf Education. In M. Musyoka (Ed.), Deaf Education and Challenges for Bilingual/Multilingual Students (pp. 40-60). IGI Global. https://doi.org/10.4018/978-1-7998-8181-0.ch002

Chicago

Musyoka, Millicent Malinda. "Confronting Assumptions in Immigrant Multilingual Deaf Education: Redefining Deaf Education." In Deaf Education and Challenges for Bilingual/Multilingual Students, edited by Millicent Malinda Musyoka, 40-60. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8181-0.ch002

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Abstract

Within the American deaf community, multilingualism is evidence among deaf individuals who use three (or more) languages daily. Despite the linguistic diversity, limited research focuses on multilingualism, multilingual education, or multilingual development in this population. The increasing multilingual immigrant D/HH student population in the United States coupled with a scarcity of research on multilingual immigrant D/HH learners has triggered various assumptions about their education. This chapter will focus on addressing the assumptions surrounding the education of immigrant multilingual deaf learners.

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