Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister PDF
Preview Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister
DISCUSSING BILINGUALISM IN DEAF CHILDREN This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept that a strong first language is critical to later learning and literacy development. In thought-provoking essays, authors discuss the theoretical underpinnings of bilingual deaf education, teaching strategies for deaf students, and the unique challenges of signed language assessment. Essential for anyone looking to expand their understanding of bilingualism and deafness, this volume reflects Dr. Hoffmeister’s impact on the field while demonstrating the ultimate resilience of human language and literacy systems. Charlotte Enns is Professor in the Department of Educational Administration, Foundations and Psychology at University of Manitoba, Canada. Jonathan Henner is Assistant Professor in the School of Education at University of North Carolina Greensboro, USA. Lynn McQuarrie is Professor in the Department of Education Psychology at University of Alberta, Canada. DISCUSSING BILINGUALISM IN DEAF CHILDREN Essays in Honor of Robert Hoffmeister Edited by Charlotte Enns, Jonathan Henner, and Lynn McQuarrie First published 2021 by Routledge 52 Vanderbilt Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2021 Taylor & Francis The right of Charlotte Enns, Jonathan Henner, and Lynn McQuarrie to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data A catalog record for this title has been requested ISBN: 978-0-367-37376-4 (hbk) ISBN: 978-0-367-40719-3 (pbk) ISBN: 978-0-367-80868-6 (ebk) Typeset in Bembo by MPS Limited, Dehradun CONTENTS List of contributors viii Foreword x Rachel I. Mayberry Preface xx Charlotte Enns, Jonathan Henner, and Lynn McQuarrie PART I Seaworthy Construction: Theoretical Underpinnings of Bilingual Deaf Education 1 1 Two Centuries of Deaf Education and Deaf Agency in the United States 3 Brian H. Greenwald 2 Sign Language Acquisition in Context 17 Jenny L. Singleton and Richard P. Meier 3 Iconicity: A Threat to ASL Recognition or a Window into Human Language Acquisition? 35 Naomi Caselli, Amy Lieberman, and Jennie Pyers 4 The Acquisition of Motion Events in Verbs of Motion 48 Frances Conlin vi Contents 5 Sustained Visual Attention in Deaf Children: A Deafcentric Perspective 60 Matthew Dye and Brennan Terhune-Cotter 6 Theoretical Underpinnings of Acquiring English via Print 73 Catherine L. Caldwell-Harris PART II Launching the Voyage: Bilingual Teaching Strategies for Deaf Students 97 7 Revisiting Rethinking Literacy 99 Marlon Kuntze and Debbie Golos 8 How Can You Talk About Bilingual Education of the Deaf If You Do Not Teach Sign Language as a First Language? 113 Vassilis Kourbetis and Spyridoula Karipi 9 The Bedrock Literacy Curriculum 132 Kristin A. Di Perri 10 Crossing the Divide: The Bilingual Grammar Curriculum 150 Todd Czubek 11 The Relationship between ASL Fluency and English Literacy 171 Jessica Scott 12 Using ASL to Navigate the Semantic Circuit in the Bilingual Mathematics Classroom 187 Claudia M. Pagliaro and Christopher Kurz PART III Sailing into the Wind: Challenges of Signed Language Assessment 197 13 Building the ASL Assessment Instrument 199 Patrick J. Costello 14 Assessing ASL Vocabulary Development 208 Rama Novogrodsky Contents vii 15 Assessing ASL: Comprehension, Narrative, and Phonological Awareness 217 Lynn McQuarrie and Charlotte Enns 16 The Legacy of Robert Hoffmeister: On the Importance of Supporting Deaf Scholars 229 Jonathan Henner, Patrick Rosenberg, and Rachel Benedict Index 241 CONTRIBUTORS Rachel Benedict, Teacher, Rocky Mountain School for the Deaf, Denver, CO Catherine L. Caldwell-Harris, Associate Professor, Psychology and Brain Sciences, Boston University Naomi Caselli, Assistant Professor, Programs in Deaf Studies and Deaf Education, Boston University Frances Conlin, Instructor, Northern Essex Community College, Haverhill, MA Patrick J. Costello, Former Director of Deaf Cultural Center, The Learning Center for the Deaf, Framingham, MA Todd Czubek, Lecturer, Programs in Deaf Studies and Deaf Education, Boston University Kristin A. Di Perri, Independent Literacy Consultant and Instructor, Deaf Studies, Boston University Matthew Dye, Associate Professor, National Technical Institute for the Deaf, Sensory Perceptual and Cognitive Ecology Center, Rochester Institute of Technology Charlotte Enns, Professor, Faculty of Education, University of Manitoba Debbie Golos, Associate Professor, Educational Psychology, University of Minnesota Brian H. Greenwald, Professor and Director of Schuchman Deaf Documentary Center, Gallaudet University Contributors ix Jonathan Henner, Assistant Professor, School of Education, University of North Carolina at Greensboro Spyridoula Karipi, Head of Special Kindergarten for the Deaf & Hard-of-Hearing of Argyroupoli and University of Western Macedonia, Greece Vassilis Kourbetis, Senior Counselor of Special Education, Ministry of Education, Greece Marlon Kuntze, Professor, Government and Public Affairs, Gallaudet University Christopher Kurz, Professor, National Technical Institute for the Deaf, Rochester Institute of Technology Amy Lieberman, Assistant Professor, Programs in Deaf Studies and Deaf Education, Boston University Rachel I. Mayberry, Professor, Department of Linguistics, University of California San Diego Lynn McQuarrie, Professor, Faculty of Education, University of Alberta Richard P. Meier, Professor, Department of Linguistics, University of Texas at Austin Rama Novogrodsky, Senior Lecturer, University of Haifa Claudia M. Pagliaro, Professor, School of Education, University of North Carolina at Greensboro Jennie Pyers, Professor, Psychology, Wellesley College Patrick Rosenberg, Teacher and Adjunct, Heathlands School for the Deaf and Northeastern University, London, UK Jessica Scott, Assistant Professor, Program Coordinator Deaf Education, College of Education and Human Development, Georgia State University Jenny L. Singleton, Professor, Department of Linguistics, University of Texas at Austin Brennan Terhune-Cotter, Joint Doctoral Program in Language and Communication Disorders, San Diego State University and University of California, San Diego
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