Resources for Supporting Students
with Hearing Challenges
Professional OrganizationsMore coming soon!
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Professional Articles & ResourcesMore coming soon!
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ResearchBeeres-Scheenstra, R., Ohnsorg, C., Candreia, C., Heinzmann, S., Castellanos, S., De Min, N., & Linder, T. E. (2017). Single-center study investigating foreign language acquisition at school in children, adolescents, and young adults with uni-or bilateral cochlear implants in the Swiss German population. Otology & Neurotology, 38(6), 833–838. https://doi.org/10.1097/MAO.0000000000001431
Clark, M. D., & Lee, C. M. (2018). Culture in L2/Ln sign language pedagogy. Creative Education, 9(13), 1897. https://doi.org/10.4236/ce.2018.913139 Crowe Kathryn, & Guiberson Mark. (2019). Evidence-based interventions for learners who are deaf and/or multilingual: A systematic quality review. American Journal of Speech-Language Pathology, 28(3), 964–983. https://doi.org/10.1044/2019_AJSLP-IDLL-19-0003 Domaga\la-Zyśk, E. (2016). Learning and teaching strategies in English as a foreign language classes for the deaf and hard-of-hearing students. Cambridge Scholars Publishing. https://www.cambridgescholars.com/download/sample/63472 Domaga\la-Zyśk, E. (2015b). Teaching English as a second language to deaf and hard-of-hearing students. In The Oxford Handbook of Deaf Studies in Language. https://books.google.com/books?hl=en&lr=&id=l95OCwAAQBAJ&oi=fnd&pg=PT434&dq=%22special+needs%22+%22foreign+language+education%22&ots=_5vDXBqPC1&sig=nJbpNi0kyDEmuijBc2wj_aZwZl0 Easterbrooks, S. R., & Trussell, J. W. (2015). Encouraging emergent reading in deaf and hard-of-hearing children. The Oxford Handbook of Deaf Studies in Language, 377. Full Text. (n.d.). Retrieved November 15, 2020, from http://jogltep.com/wp-content/uploads/2020/08/6.1.5-Guo-Sit-Chen.pdf Guo, S., Sit, H., & Chen, S. (2020). Effects of captioned videos on learners’ comprehension. Journal of Global Literacies, Technologies, and Emerging Pedagogies, special issue on Digital Culture and Humanities. http://jogltep.com/wp-content/uploads/2020/08/6.1.5-Guo-Sit-Chen.pdf Kawar, K., Walters, J., & Fine, J. (2019). Narrative production in Arabic-speaking adolescents with and without hearing loss. The Journal of Deaf Studies and Deaf Education, 24(3), 255–269. https://doi.org/10.1093/deafed/eny048 Kontra, E. H., & Csizér, K. (2013). An investigation into the relationship of foreign language learning motivation and sign language use among deaf and hard of hearing Hungarians. International Review of Applied Linguistics in Language Teaching, 51(1), 1–22. https://doi.org/10.1515/iral-2013-0001 MacDonald, K., LaMarr, T., Corina, D., Marchman, V. A., & Fernald, A. (2018). Real-time lexical comprehension in young children learning American Sign Language. Developmental Science, 21(6), e12672. https://doi.org/DOI: 10.1111/desc.12672 Mazza, C. (2017). Deaf university students and students with language and reading impairments in the foreign language curriculum [B.S. thesis, Università Ca’Foscari Venezia]. http://dspace.unive.it/handle/10579/9886 Reagan, T. (2020). Social justice, audism, and the d/deaf: Rethinking linguistic and cultural differences. Handbook on Promoting Social Justice in Education, 1479–1510. Reagan, T., Matlins, P. E., & Pielick, C. D. (2020). Teaching deaf culture in American Sign Language courses: Toward a critical pedagogy. Foreign Language Annals, 53(2), 270–291. https://doi.org/10.1111/flan.12453 Sharkey, C. D. (2020). Collaboration between a secondary American sign language program and a school for the deaf [Ed.D., Wilmington University (Delaware)]. https://search.proquest.com/docview/2406932150/abstract/3B98F8E362FA461BPQ/1 |