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Sinopsis
Language Learning in Children Who Are Deaf and Hard of Hearing looks at the acquisition of language by children with hearing losses and proposes multiple pathways by which students can acquire a practical system of communication.
Recent advances in the education of students who are deaf and hard of hearing have brought new insights into imparting the ability to communicate to this population. This book addresses the language development process from multiple perspectives, drawing on the latest research in bilingual-biculturalism, cochlear implant technology and neuroscience. The text presents a unique view of language development, proposing that there are multiple pathways to the acquisition of a system of communication and providing a departure from traditional proprietary perspectives.
This text begins with a historical overview of language development in students who are deaf and hard of hearing and follows with a review of current literature on the subject. The multiple pathways perspective is described, introducing real students with hearing losses as points of departure for application. These same students provide examples for the chapters on assessment and instruction. The book ends with an in-depth meta-linguistic overview of the two languages which teachers of the deaf and hard of hearing must master: English and American Sign Language.
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Language Learning in Children Who Are Deaf and Hard of Hearing looks at the acquisition of language by children with hearing losses and proposes multiple pathways by which students can acquire a practical system of communication. Recent advances in the education of students who are deaf and hard of hearing have brought new insights into imparting the ability to communicate to this population. This book addresses the language development process from multiple perspectives, drawing on the latest research in bilingual-biculturalism, cochlear implant technology and neuroscience. The text presents a unique view of language development, proposing that there are multiple pathways to the acquisition of a system of communication and providing a departure from traditional proprietary perspectives. This text begins with a historical overview of language development in students who are deaf and hard of hearing and follows with a review of current literature on the subject. The multiple pathways perspective is described, introducing real students with hearing losses as points of departure for application. These same students provide examples for the chapters on assessment and instruction. The book ends with an in-depth meta-linguistic overview of the two languages which teachers of the deaf and hard of hearing must master: English and American Sign Language.
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Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
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Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
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Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
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Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
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Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
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Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
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Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
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Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
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Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
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Language Learning in Children Who Are Deaf and Hard of Hearing : Multiple Pathways
Publicado por
Allyn & Bacon, Incorporated, 2001
ISBN 10: 0205331009
ISBN 13: 9780205331000
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