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Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds

Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds

Karen Garrido-Nag, James McCann
Copyright: © 2022 |Pages: 23
ISBN13: 9781668456828|ISBN10: 1668456826|EISBN13: 9781668456835
DOI: 10.4018/978-1-6684-5682-8.ch051
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MLA

Garrido-Nag, Karen, and James McCann. "Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds." Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, IGI Global, 2022, pp. 1087-1109. https://doi.org/10.4018/978-1-6684-5682-8.ch051

APA

Garrido-Nag, K. & McCann, J. (2022). Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds. In I. Management Association (Ed.), Research Anthology on Applied Linguistics and Language Practices (pp. 1087-1109). IGI Global. https://doi.org/10.4018/978-1-6684-5682-8.ch051

Chicago

Garrido-Nag, Karen, and James McCann. "Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds." In Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, 1087-1109. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5682-8.ch051

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Abstract

An increasing number of deaf and hard-of-hearing (D/HH) children live in homes where languages other than English or American Sign Language (ASL) are used. This chapter reviews issues of culture and linguistic diversity when working with D/HH multilingual learners (DMLs) from identification and early intervention through school entry. The authors will provide two case studies to explore the issues of service delivery to DMLs and their families: 1) Ji-Hun, who appears to use several spoken languages, including Korean, Japanese, and English, and 2) Ana, who is a recent immigrant to the USA and appears to use ASL, spoken Spanish, and spoken English. The discussion of these two case studies will encompass some cultural differences, including 1) openness to engagement with providers, 2) cultural beliefs about hearing loss, 3) community systems and familiar support, 4) perceptions of systems and authorities. The case studies presented are not based on actual clients but are drawn from the clinical experiences of the authors.

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