Detail Bilingualism and bilingual deaf education Bibliografi Author: Marschark, Marc (Editor); Tang, Gladys (Editor); Knoors, Harry (Editor) Topik: DEAFNESS-PSYCHOLOGICAL ASPECTS; DEAF CHILDREN-LANGUAGE; SIGN LANGUAGE ACQUISITION Bahasa: (EN )    ISBN: 978-0-19-937181-5     Penerbit: Oxford University Press     Tempat Terbit: Oxford    Tahun Terbit: 2014     Jenis: Books - Textbook Fulltext: Bilingualism and Bilingual Deaf Education.pdf (1.93MB; 1 download) [Informasi yang berkaitan dengan koleksi ini di internet] Ketersediaan Perpustakaan PKBB Nomor Panggil: 404.2 BIL Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1 Dalam proses usulan: 1    Reserve Lihat Detail Induk Abstract In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves. Artikel dalam koleksi ini Bilingualism and Bilingual Deaf Education: Time to Take Stock , halaman 1-20 Language Development and Language Interaction in Sign Bilingual Language Acquisition, halaman 23-53 Language Acquisition by Bilingual Deaf Preschoolers: Theoretical and Methodological Issues and Empirical Data, halaman 54-73 Bimodal Bilingual Cross-Language Interaction: Pieces of the Puzzle, halaman 74-101 Sign Language and Reading Comprehension: No Automatic Transfer, halaman 102-133 The Influence of Communication Mode on Language Development in Children with Cochlear Implants, halaman 134-151 Psychosocial Development in Deaf and Hard-of-Hearing Children in the Twenty-first Century: Opportunities and Challenges, halaman 152-186 Bilingualism and Bimodal Bilingualism in Deaf People: a Neurolinguistics Approach, halaman 187-210 Navigating Two Languages in the Classroom: Goals, Evidence, and Outcomes, halaman 213-241 Improving Reading Instruction to Deaf and Hard-of-Hearing Students, halaman 242-271 Quality of Instruction in Bilingual Schools for Deaf Children: Through the Children's Eyes and the Camera's Lens, halaman 272-291 Shifting Contexts and Practices in Sign Bilingual Education in Northern Europe: Implications for Professional Development and Training, halaman 292-310 Language Development of Deaf Children in a Sign Bilingual and Co-enrollment Environment, halaman 313-341 Social Integration of Deaf and Hard-of-Hearing Students in a Sign Bilingual and Co-enrollment Environment, halaman 342-367 Sign Bilingual and Co-enrollment Education for Children with Cochlear Implants in Madrid, Spain, halaman 368-395 The Twinschool: A Co-enrollment Program in the Netherlands, halaman 396-423 Co-enrollment in the United States: a Critical Analysis of Benefits and Challenges, halaman 424-444 Perspectives on Bilingualism and Bilingual Education for Deaf Learners, halaman 445-476  Edit Artikel Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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