Isbn: 9783032233370 - understanding how d/deaf learners read in efl contexts: between the lines (springerbriefs in education) (10 resultados)

Paperback. Condición: new. Paperback. This book investigates how d/Deaf learners engage with reading in English as a Foreign Language (EFL) and whether explicit reading strategy instruction can support their comprehension. Focusing on the unique challenges and linguistic circumstances of d/Deaf learners, it offers a detailed exploration of how these students navigate foreign language reading, where written input is often their primary access point to language learning. Unlike general studies of reading strategies or second language acquisition, this book directly addresses a crucial gap: the under-researched intersection of d/Deafness, multilingualism, and foreign language literacy. By adopting a qualitative case study approach with three prelingually d/Deaf EFL learners, the author provides in-depth insight into learners early language and reading development, their strategic reading behaviours, and their perceptions of strategy instruction. A central contribution of this work is the introduction of the concept of reading in L(1+1), a framework capturing the dual influence of sign language and spoken/written language on d/Deaf learners reading development. Framing these learners as multilinguals, the book proposes new ways to understand how multiple languages interact in the reading process, offering a theoretical and practical perspective that is often overlooked in language education research. This is an essential resource for teachers and researchers seeking to create more inclusive, effective language learning environments for d/Deaf students. This book investigates how d/Deaf learners engage with reading in English as a Foreign Language (EFL) and whether explicit reading strategy instruction can support their comprehension. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

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Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book investigates how d/Deaf learners engage with reading in English as a Foreign Language (EFL) and whether explicit reading strategy instruction can support their comprehension. Focusing on the unique challenges and linguistic circumstances of d/Deaf learners, it offers a detailed exploration of how these students navigate foreign language reading, where written input is often their primary access point to language learning. Unlike general studies of reading strategies or second language acquisition, this book directly addresses a crucial gap: the under-researched intersection of d/Deafness, multilingualism, and foreign language literacy. By adopting a qualitative case study approach with three prelingually d/Deaf EFL learners, the author provides in-depth insight into learners early language and reading development, their strategic reading behaviours, and their perceptions of strategy instruction. A central contribution of this work is the introduction of the concept of reading in L(1+1), a framework capturing the dual influence of sign language and spoken/written language on d/Deaf learners reading development. Framing these learners as multilinguals, the book proposes new ways to understand how multiple languages interact in the reading process, offering a theoretical and practical perspective that is often overlooked in language education research. This is an essential resource for teachers and researchers seeking to create more inclusive, effective language learning environments for d/Deaf students.…

Taschenbuch. Condición: Neu. Understanding How d/Deaf Learners Read in EFL Contexts | Between the Lines | Jitka Sedlá¿ková | Taschenbuch | SpringerBriefs in Education | xiii | Englisch | 2026 | Springer | EAN 9783032233370 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book investigates how d/Deaf learners engage with reading in English as a Foreign Language (EFL) and whether explicit reading strategy instruction can support their comprehension. Focusing on the unique challenges and linguistic circumstances of d/Deaf learners, it offers a detailed exploration of how these students navigate foreign language reading, where written input is often their primary access point to language learning. Unlike general studies of reading strategies or second language acquisition, this book directly addresses a crucial gap: the under-researched intersection of d/Deafness, multilingualism, and foreign language literacy. By adopting a qualitative case study approach with three prelingually d/Deaf EFL learners, the author provides in-depth insight into learners early language and reading development, their strategic reading behaviours, and their perceptions of strategy instruction. A central contribution of this work is the introduction of the concept of reading in L(1+1), a framework capturing the dual influence of sign language and spoken/written language on d/Deaf learners reading development. Framing these learners as multilinguals, the book proposes new ways to understand how multiple languages interact in the reading process, offering a theoretical and practical perspective that is often overlooked in language education research. This is an essential resource for teachers and researchers seeking to create more inclusive, effective language learning environments for d/Deaf students. 163 pp. Englisch.…

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Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book investigates how d/Deaf learners engage with reading in English as a Foreign Language (EFL) and whether explicit reading strategy instruction can support their comprehension. Focusing on the unique challenges and linguistic circumstances of d/Deaf learners, it offers a detailed exploration of how these students navigate foreign language reading, where written input is often their primary access point to language learning. Unlike general studies of reading strategies or second language acquisition, this book directly addresses a crucial gap: the under-researched intersection of d/Deafness, multilingualism, and foreign language literacy. By adopting a qualitative case study approach with three prelingually d/Deaf EFL learners, the author provides in-depth insight into learners' early language and reading development, their strategic reading behaviours, and their perceptions of strategy instruction. A central contribution of this work is the introduction of the concept of reading in L(1+1), a framework capturing the dual influence of sign language and spoken/written language on d/Deaf learners' reading development. Framing these learners as multilinguals, the book proposes new ways to understand how multiple languages interact in the reading process, offering a theoretical and practical perspective that is often overlooked in language education research. This is an essential resource for teachers and researchers seeking to create more inclusive, effective language learning environments for d/Deaf students.Springer Nature Customer Service Center GmbH, Europaplatz 3,69115 Heidelberg, Germany, Heidelberg 180 pp. Englisch.…