Element contents
Series: Elements in Sign Languages
A Family-Centered Signed Language Curriculum to Support Deaf Children's Language Acquisition
Published online by Cambridge University Press: 02 August 2023
Summary
Deaf children experience language deprivation at alarmingly high rates. One contributing factor is that most are born to non-signing hearing parents who face insurmountable barriers to learning a signed language. This Element presents a case for developing signed language curricula for hearing families with deaf children that are family-centered and focus on child-directed language. Core vocabulary, functional sentences, and facilitative language techniques centered around common daily routines allow families to apply what they learn immediately. Additionally, Deaf Community Cultural Wealth (DCCW) lessons build families' capacity to navigate the new terrain of raising a deaf child. If early intervention programs serving the families of young deaf children incorporate this type of curriculum into their service delivery, survey data suggest that it is both effective and approachable for this target population, so the rates of language deprivation may decline.
Keywords
- Type
- Element
- Information
- Series: Elements in Sign LanguagesOnline ISBN: 9781009380720Publisher: Cambridge University PressPrint publication: 24 August 2023
References
Abrams, S. (Director). (2014, April 7). An overview of the deaf mentor program at New Mexico School for the Deaf [Video]. YouTube. https://youtu.be/snE4pD882v4.Google Scholar
Abrams, S., & Gallegos, R. (2011). Making a critical difference in New Mexico. Odyssey, 12, 24–27. https://eric.ed.gov/?id=EJ945005.Google Scholar
Abu-Zhaya, R., Kondaurova, M. V., Houston, D., & Seidl, A. (2019). Vocal and tactile input to children who are deaf or hard of hearing. Journal of Speech, Language, and Hearing Research, 62(7), 2372–2385. https://doi.org/10.1044/2019_JSLHR-L-18-0185.Google Scholar
Allen, T. E. (2015). ASL skills, fingerspelling ability, home communication context and early alphabetic knowledge of preschool-aged deaf children. Sign Language Studies, 15(3), 233–265. https://doi.org/10.1353/sls.2015.0006.Google Scholar
Alper, R. M., Beiting, M., Luo, R. et al. (2021). Change the things you can: Modifiable parent characteristics predict high-quality early language interaction within socioeconomic status. Journal of Speech, Language, and Hearing Research, 64(6), 1992–2004. https://doi.org/10.1044/2021_JSLHR-20-00412.CrossRefGoogle ScholarPubMed
Alper, R. M., Hurtig, R. R., & McGregor, K. K. (2020). The role of maternal psychosocial perceptions in parent-training programs: A preliminary randomized controlled trial. Journal of Child Language, 47(2), 358–381. https://doi.org/10.1017/S0305000919000138.Google Scholar
Ambrose, S. E., Walker, E. A., Unflat-Berry, L. M., Oleson, J. J., & Moeller, M. P. (2015). Quantity and quality of caregivers’ linguistic input to 18-month and 3-year-old children who are hard of hearing. Ear and Hearing, 36, 48S–59S. https://doi.org/10.1097/AUD.0000000000000209.Google Scholar
American Council on the Teaching of Foreign Languages (ACTFL). (2012). ACTFL Proficiency Guidelines 2012. www.actfl.org/resources/actfl-proficiency-guidelines-2012.Google Scholar
Asmal, A., & Kaneko, M. (2020). Visual vernacular in South African Sign Language. Sign Language Studies, 20(3), 491–517. https://doi.org/10.1353/sls.2020.0010.Google Scholar
Aurélio, F. S., & Tochetto, T. M. (2010). Triagem auditiva neonatal: Experiências de diferentes países. Arquivos Internacionais de Otorrinolaringologia (Impresso), 14(3), 355–363. https://doi.org/10.1590/S1809-48722010000300014.Google Scholar
Baker-Shenk, C., & Cokely, D. (1991). American Sign Language green books, a teacher’s resource text on grammar and culture. Gallaudet University Press.Google Scholar
Banajee, M., Dicarlo, C., & Buras Stricklin, S. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19(2), 67–73. https://doi.org/10.1080/0743461031000112034.Google Scholar
Barber, A. B., Swineford, L., Cook, C., & Belew, A. (2020). Effects of Project ImPACT parent-mediated intervention on the spoken language of young children with Autism Spectrum Disorder. Perspectives of the ASHA Special Interest Groups, 5(3), 573–581. https://doi.org/10.1044/2020_PERSP-20-10005.Google Scholar
Benedict, R., & Stecker, E. (2011). Early intervention: The missing link. Journal of American Sign Languages and Literatures. https://journalofasl.com/ei/.Google Scholar
Blackwell, A. K. M., Harding, S., Babayiğit, S., & Roulstone, S. (2015). Characteristics of parent–child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers. Communication Disorders Quarterly, 36(2), 67–78. https://doi.org/10.1177/1525740114540202.Google Scholar
Blanco, C. (2020, February 27). Goldilocks and the CEFR levels: Which proficiency level is just right? Duolingo Blog. https://blog.duolingo.com/goldilocks-and-the-cefr-levels-which-proficiency-level-is-just-right/.Google Scholar
Boenisch, J., & Soto, G. (2015). The oral core vocabulary of typically developing English-speaking school-aged children: Implications for AAC practice. Augmentative and Alternative Communication, 31(1), 77–84. https://doi.org/10.3109/07434618.2014.1001521.Google Scholar
Boyce, L. K., Gillam, S. L., Innocenti, M. S., Cook, G. A., & Ortiz, E. (2013). An examination of language input and vocabulary development of young Latino dual language learners living in poverty. First Language, 33(6), 572–593. https://doi.org/10.1177/0142723713503145.Google Scholar
Braun, D. C., Gormally, C., & Clark, M. D. (2017). The deaf mentoring survey: A community cultural wealth framework for measuring mentoring effectiveness with underrepresented students. CBE – Life Sciences Education, 16(1), ar10. https://doi.org/10.1187/cbe.15-07-0155.Google Scholar
Brick, K. (2019, August 8). Deaf ecosystem in science [Conference Presentation]. DEAF-ROC (Deaf Engaged Academic Forum) Conference, Rochester, NY. https://rochester.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=11d5a4d7-d81d-449a-a1b9-aaa301356e37.Google Scholar
Brock, A. S., & Bass-Ringdahl, S. M. (2021). Facilitative language techniques used in the home by caregivers of young children who are deaf or hard of hearing. Perspectives of the ASHA Special Interest Groups, 6(5), 1137–1145. https://doi.org/10.1044/2021_PERSP-20-00297.Google Scholar
Brooks, R., Singleton, J. L., & Meltzoff, A. N. (2020). Enhanced gaze‐following behavior in Deaf infants of Deaf parents. Developmental Science, 23(2), 1–10. https://doi.org/10.1111/desc.12900.Google Scholar
Buschmann, A., Jooss, B., Rupp, A. et al. (2008). Parent based language intervention for 2-year-old children with specific expressive language delay: A randomised controlled trial. Archives of Disease in Childhood, 94(2), 110–116. https://doi.org/10.1136/adc.2008.141572.Google Scholar
Callanan, J., Ronan, K. R., & Signal, T. (2021). Activating parents in early intervention: The role of relationship in functional and family gains. Treatment manual – Parent Child Relationally Informed Early Intervention. The Informed SLP.Google Scholar
Callanan, J., Signal, T., & McAdie, T. (2021). Involving parents in early intervention: Therapists’ experience of the Parent-Child Relationally Informed-Early Intervention (PCRI-EI) model of practice. International Journal of Disability, Development and Education, 70, 1–14. https://doi.org/10.1080/1034912X.2021.1910933.Google Scholar
Caselli, N. K., Pyers, J., & Lieberman, A. M. (2021). Deaf children of hearing parents have age-level vocabulary growth when exposed to American Sign Language by 6 months of age. The Journal of Pediatrics, 70(5), 674–687. https://doi.org/10.1016/j.jpeds.2021.01.029.Google Scholar
Cassell, J., & Cox, D. (1996). Bravo ASL! curriculum (Holland, K. & Cox, D., Eds.). Amer Sign Language Productions.Google Scholar
Centers for Disease Control and Prevention (CDC). (2015). Early Hearing Detection and Intervention (EHDI) in Latin America. www.cdc.gov/ncbddd/hearingloss/ehdi-latin.html.Google Scholar
Chen Pichler, D. (2009). Sign production by first-time hearing signers: A closer look at handshape accuracy. Cadernos de Saúde, 2 (Número especial de Línguas Gestuais), 37–50.Google Scholar
Chen Pichler, D. (2021). Constructing a profile of successful L2 signer hearing parents of deaf children. National Museum of Ethnology. https://doi.org/10.15021/00009871.Google Scholar
Chen Pichler, D., Gale, E., & Lillo-Martin, D. (2021). Stuck at beginner level: Hearing parents’ challenges in learning ASL word order. Early Hearing Detection and Intervention Annual Conference, Online, March 2–5, 2021. https://ehdiconference.org/archive/2021/index.cfm.Google Scholar
Cheng, Q., Halgren, E., & Mayberry, R. I. (2018). Effects of early language deprivation: Mapping between brain and behavioral outcomes. In Proceedings of the 42nd Annual Boston University Conference on Language Development (pp. 140–152). Cascadilla Press.Google Scholar
Cheng, Q., Roth, A., Halgren, E., & Mayberry, R. I. (2019). Effects of early language deprivation on brain connectivity: Language pathways in deaf native and late first-language learners of American Sign Language. Frontiers in Human Neuroscience, 13, 1–12. https://doi.org/10.3389/fnhum.2019.00320.Google Scholar
Ching, T. Y. C., Dillon, H., Button, L. et al. (2017). Age at intervention for permanent hearing loss and 5-year language outcomes. Pediatrics, 140(3), 1–11. https://doi.org/10.1542/peds.2016-4274.Google Scholar
Clark, M. D., Cue, K. R., Delgado, N. J., Greene-Woods, A. N., & Wolsey, J.-L. A. (2020). Early intervention protocols: Proposing a default bimodal bilingual approach for deaf children. Maternal and Child Health Journal, 24(11), 1339–1344. https://doi.org/10.1007/s10995-020-03005-2.Google Scholar
Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A. J. O., & Fey, M. E. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237–255. https://doi.org/10.1044/2015_AJSLP-14-0105.CrossRefGoogle ScholarPubMed
Coker, C. A. (2022). Motor learning and control for practitioners (Fifth Edition). Routledge.Google Scholar
Cook, P. S. (2011). Features in American Sign Language storytelling. Storytelling, Self, Society, 7(1), 36–62. https://doi.org/10.1080/15505340.2011.535723.Google Scholar
Costa, E. A., Day, L., Caverly, C. et al. (2019). Parent-Child Interaction Therapy as a behavior and spoken language intervention for young children with hearing loss. Language, Speech, and Hearing Services in Schools, 50, 34–52. https://doi.org/10.1044/2018_LSHSS-18-0054.Google Scholar
Council of Europe. (2022a). Global scale – Table 1 (CEFR 3.3): Common reference levels. www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale.Google Scholar
Council of Europe. (2022b). The CEFR levels. www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions.Google Scholar
Crace, J., Rems-Smario, J., & Nathanson, G. (2022). Deaf professionals and community involvement with early education. In Schmeltz, L. R. (Ed.), The NCHAM eBook: A resource guide for Early Hearing Detection and Intervention (EHDI) (pp. 1–14). National Center for Hearing Assessment and Management, Utah State University.Google Scholar
Curtiss, S., Fromkin, V., Krashen, S., Rigler, D., & Rigler, M. (1974). The linguistic development of Genie. Language, 50(3), 528–554. https://doi.org/10.2307/412222.Google Scholar
Dash, S. (2019). Google Classroom as a learning management system to teach biochemistry in a medical school. Biochemistry and Molecular Biology Education, 47(4), 404–407. https://doi.org/10.1002/bmb.21246.Google Scholar
Davidson, K., Lillo-Martin, D., & Chen Pichler, D. (2014). Spoken English language development among native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education, 19(2), 238–250. https://doi.org/10.1093/deafed/ent045.Google Scholar
Davidson, L. S., Osman, A., & Geers, A. E. (2021). The effects of early intervention on language growth after age 3 for children with permanent hearing loss. Journal of Early Hearing Detection and Intervention, 6(1), 1–11. https://doi.org/10.26077/aa92-7cb7.Google Scholar
De Meulder, M. (2019). “So, why do you sign?” Deaf and hearing new signers, their motivation, and revitalisation policies for sign languages. Applied Linguistics Review, 10(4), 705–724. https://doi.org/10.1515/applirev-2017-0100.Google Scholar
Decker, K. B., & Vallotton, C. D. (2016). Early intervention for children with hearing loss: Information parents receive about supporting children’s language. Journal of Early Intervention, 38(3), 151–169. https://doi.org/10.1177/1053815116653448.Google Scholar
DeKeyser, R. (2015). Skill acquisition theory. In VanPatten, B. & Williams, J. (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 94–112). Routledge.Google Scholar
DesJardin, J. L. (2004). Maternal self-efficacy and involvement: Supporting language development in young deaf children with cochlear implants [Doctoral dissertation]. California State University, Los Angeles – University of California, Los Angeles.Google Scholar
DesJardin, J. L. (2006). Family empowerment: Supporting language development in young children who are deaf or hard of hearing. The Volta Review, 106(3), 275–298. https://doi.org/10.17955/tvr.106.3.m.574.Google Scholar
DesJardin, J. L., & Eisenberg, L. S. (2007). Maternal contributions: Supporting language development in young children with cochlear implants. Ear & Hearing, 28(4), 456–469. https://doi.org/10.1097/AUD.0b013e31806dc1ab.Google Scholar
Duchesne, L., & Marschark, M. (2019). Effects of age at cochlear implantation on vocabulary and grammar: A review of the evidence. American Journal of Speech-Language Pathology, 28(4), 1673–1691. https://doi.org/10.1044/2019_AJSLP-18-0161.CrossRefGoogle ScholarPubMed
Dunst, C. J., & Trivette, C. M. (2009). Let’s be PALS: An evidence-based approach to professional development. Infants & Young Children, 22(3), 164–176. https://doi.org/10.1097/IYC.0b013e3181abe169.Google Scholar
Dutra, N. J. (2020). Including the deaf child at the dinner table: When and why hearing parents learn sign language [Ed.D. dissertation]. California State University, Sacramento.Google Scholar
Elliott, K., Vears, D. F., Sung, V., Poulakis, Z., & Sheehan, J. (2022). Exploring parent support needs during the newborn hearing diagnosis pathway. Journal of Clinical Medicine, 11(5), 1389. https://doi.org/10.3390/jcm11051389.Google Scholar
Enns, C., & Price, L. (2013, June). Family involvement in ASL acquisition. Visual Language & Visual Learning (VL2) Learning from Science: Research Brief, Research Brief #9. https://vl2.gallaudet.edu/research-briefs/265.Google Scholar
Fant, L. (1994). The American Sign Language phrase book by Lou Fant. Contemporary Books.Google Scholar
Ferjan Ramírez, N., Lytle, S. R., & Kuhl, P. K. (2020). Parent coaching increases conversational turns and advances infant language development. Proceedings of the National Academy of Sciences, 117(7), 3484–3491. https://doi.org/10.1073/pnas.1921653117.Google Scholar
Fernald, A., & Simon, T. (1984). Expanded intonation contours in mothers’ speech to newborns. Developmental Psychology, 20(1), 104–113.Google Scholar
Finocchiaro, M., & Brumfit, C. (1983). The functional-notional approach: From theory to practice. Oxford University Press.Google Scholar
Fleischer, F., Garrow, W., & Friedman-Narr, R. (2015). Developing deaf education. In Murawski, W. W. & Scott, K. L. (Eds.), What really works in secondary education. Corwin, a SAGE company. https://sk.sagepub.com/books/what-really-works-in-secondary-education.Google Scholar
Gale, E., Berke, M., Benedict, B., Olson, S., Putz, K., & Yoshinaga-Itano, C. (2021). Deaf adults in early intervention programs. Deafness & Education International, 23(1), 3–24. https://doi.org/10.1080/14643154.2019.1664795.Google Scholar
Gale, E., & Schick, B. (2009). Symbol-infused joint attention and language use in mothers with deaf and hearing toddlers. American Annals of the Deaf, 153(5), 484–503. https://doi.org/10.1353/aad.0.0066.Google Scholar
Gallegos, R., Halus, K., & Crace, J. (2016). Individualized family service plans and programming. In Sass-Lehrer, M. (Ed.), Early intervention for deaf and hard-of-hearing infants, toddlers, and their families: Interdisciplinary perspectives (pp. 135–166). Oxford University Press.Google Scholar
Gárate, M., & Lenihan, S. (2016). Collaboration for communication, language, and cognitive development. In Sass-Lehrer, M. (Ed.), Early intervention for deaf and hard-of-hearing infants, toddlers, and their families: Interdisciplinary perspectives (pp. 233–273). Oxford University Press.Google Scholar
Gass, S. M., & Mackey, A. (2015). Input, interaction, and output in second language acquisition. In VanPatten, B. & Williams, J. (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 180–206) Routledge.Google Scholar
Geer, L. C. (2021). All in with Google Slides: Virtual engagement and formative assessment in introductory sign language linguistics. Proceedings of the Linguistic Society of America, 6(2), 5103. https://doi.org/10.3765/plsa.v6i2.5103.Google Scholar
Girolametto, L., Pearce, P. S., & Weitzman, E. (1996). Interactive focused stimulation for toddlers with expressive vocabulary delays. Journal of Speech, Language, and Hearing Research, 39(6), 1274–1283. https://doi.org/10.1044/jshr.3906.1274.Google Scholar
Girolametto, L., Pearce, P. S., & Weitzman, E. (2016). The effects of focused stimulation for promoting vocabulary in young children with delays: A pilot study. Journal of Children’s Communication Development. https://doi.org/10.1177/152574019501700205.Google Scholar
Glickman, N. S., Crump, C., & Hamerdinger, S. (2020). Language deprivation is a game changer for the clinical specialty of deaf mental health. Journal of the American Deafness and Rehabilitation Association, 54(1), 54–89. https://nsuworks.nova.edu/jadara/vol54/iss1/4.Google Scholar
Glickman, N. S., & Hall, W. C. (2018). Language deprivation and deaf mental health. In Glickman, N. S. & Hall, W. C. (Eds.), Language deprivation and deaf mental health (1st ed., pp. 24–53). Routledge. https://doi.org/10.4324/9781315166728-2.Google Scholar
Goldin-Meadow, S. (1982). The resilience of recursion: A study of a communication system developed without a conventional language model. In Wanner, E. & Gleitman, L. R. (Eds.), Language acquisition: The state of the art (pp. 51–77). Norton.Google Scholar
Goodwin, C., Carrigan, E., Walker, K., & Coppola, M. (2022). Language not auditory experience is related to parent‐reported executive functioning in preschool‐aged deaf and hard‐of‐hearing children. Child Development, 93(1), 209–224. https://doi.org/10.1111/cdev.13677.Google Scholar
Goodwin, C., Prunier, L., & Lillo-Martin, D. (2019). Parental sign input to Deaf children of Deaf parents: Vocabulary and syntax. In Brown, M. M. & Dailey, B. (Eds.), Proceedings of the 43rd Boston University Conference on Language Development (pp. 286–297). Cascadilla Press.Google Scholar
Haile, L. M., Kamenov, K., Briant, P. S. et al. (2021). Hearing loss prevalence and years lived with disability, 1990–2019: Findings from the Global Burden of Disease Study 2019. The Lancet, 397(10278), 996–1009. https://doi.org/10.1016/S0140-6736(21)00516-X.Google Scholar
Hall, M. L. (2020). The input matters: Assessing cumulative language access in deaf and hard of hearing individuals and populations. Frontiers in Psychology, 11, 1407. https://doi.org/10.3389/fpsyg.2020.01407.Google Scholar
Hall, M. L., Eigsti, I.-M., Bortfeld, H., & Lillo-Martin, D. (2017). Auditory deprivation does not impair executive function, but language deprivation might: Evidence from a parent-report measure in deaf native signing children. Journal of Deaf Studies and Deaf Education, 22(1), 9–21. https://doi.org/10.1093/deafed/enw054.Google Scholar
Hall, M. L., Eigsti, I.-M., Bortfeld, H., & Lillo-Martin, D. (2018). Executive function in deaf children: Auditory access and language access. Journal of Speech, Language, and Hearing Research, 61(8), 1970–1988. https://doi.org/10.1044/2018_JSLHR-L-17-0281.Google Scholar
Hall, W. C. (2017). What you don’t know can hurt you: The risk of language deprivation by impairing sign language development in deaf children. Maternal and Child Health Journal, 21(5), 961–965. https://doi.org/10.1007/s10995-017-2287-y.Google Scholar
Hall, W. C., Levin, L. L., & Anderson, M. L. (2017). Language deprivation syndrome: A possible neurodevelopmental disorder with sociocultural origins. Social Psychiatry and Psychiatric Epidemiology, 52(6), 761–776. https://doi.org/10.1007/s00127-017-1351-7.Google Scholar
Hamilton, B., & Clark, M. D. M. (2020). The deaf mentor program: Benefits to families. Psychology, 11(5), 713–736. https://doi.org/10.4236/psych.2020.115049.Google Scholar
Harris, M., & Mohay, H. (1997). Learning to look in the right place: A comparison of attentional behavior in deaf children with deaf and hearing mothers. Journal of Deaf Studies and Deaf Education, 2(2), 95–103. https://doi.org/10.1093/oxfordjournals.deafed.a014316.Google Scholar
Hassanzadeh, S. (2012). Outcomes of cochlear implantation in deaf children of deaf parents: Comparative study. The Journal of Laryngology & Otology, 126(10), 989–994. https://doi.org/10.1017/S0022215112001909.Google Scholar
Henner, J., Caldwell-Harris, C. L., Novogrodsky, R., & Hoffmeister, R. (2016). American Sign Language syntax and analogical reasoning skills are influenced by early acquisition and age of entry to signing schools for the deaf. Frontiers in Psychology, 7, 1982. https://doi.org/10.3389/fpsyg.2016.01982.Google Scholar
Hintermair, M. (2006). Parental resources, parental stress, and socioemotional development of deaf and hard of hearing children. Journal of Deaf Studies and Deaf Education, 11(4), 493–513. https://doi.org/10.1093/deafed/enl005.Google Scholar
Hintermair, M. (2016). Foreword. In Sass-Lehrer, M. (Ed.), Early intervention for deaf and hard-of-hearing infants, toddlers, and their families: Interdisciplinary perspectives (pp. ix–xiv). Oxford University Press.Google Scholar
Hopper, M. J. (2011). Positioned as bystanders: Deaf students’ experiences and perceptions of informal learning phenomena [Ph.D. dissertation]. University of Rochester. https://urresearch.rochester.edu/fileDownloadForInstitutionalItem.action;jsessionid=6FE6002A04E5F7E082A5F478828AD4B8?itemId=14524&itemFileId=33679.Google Scholar
Humphries, T., Kushalnagar, P., Mathur, G. et al. (2016). Language choices for deaf infants: Advice for parents regarding sign languages. Clinical Pediatrics, 55(6), 513–517. https://doi.org/10.1177/0009922815616891.Google Scholar
Humphries, T., & Padden, C. A. (2004). Learning American Sign Language: Levels I & II – Beginning & Intermediate (2nd ed.). Pearson Education, Inc.Google Scholar
Individuals with Disabilities Education Act, no. 33 (2004). https://sites.ed.gov/idea/statute-chapter-33/.Google Scholar
Johnson, S., Stapleton, L., & Berrett, B. (2020). Deaf Community Cultural Wealth in community college students. The Journal of Deaf Studies and Deaf Education, 25(4), 438–446. https://doi.org/10.1093/deafed/enaa016.Google Scholar
Joint Committee on Infant Hearing. (2019). Year 2019 position statement: Principles and guidelines for early hearing detection and intervention programs. Journal of Early Hearing Detection and Intervention, 4(2), 1–44. https://doi.org/10.15142/FPTK-B748.Google Scholar
Kaipa, R., & Danser, M. L. (2016). Efficacy of auditory-verbal therapy in children with hearing impairment: A systematic review from 1993 to 2015. International Journal of Pediatric Otorhinolaryngology, 86, 124–134. https://doi.org/10.1016/j.ijporl.2016.04.033.Google Scholar
Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children’s development. Infants & Young Children, 16(1), 9–21.Google Scholar
Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305–324. https://doi.org/10.1097/IYC.0000000000000018.Google Scholar
Kestner, K. (2021). Hausegebärdensprachkurs für hörgeschägigte Kinder (Home sign langauge course for hearing impaired children). https://web.kestner.de/shop/lernen-lehren/hausgebaerdensprachkurs-fuer-hoergeschaedigte-kinder/.Google Scholar
Koester, L. S., Brooks, L., & Traci, . (2000). Tactile contact by deaf and hearing mothers during face-to-face interactions with their infants. Journal of Deaf Studies and Deaf Education, 5(2), 127–139. https://doi.org/10.1093/deafed/5.2.127.Google Scholar
Koester, L. S., & Lahti-Harper, E. (2010). Mother-infant hearing status and intuitive parenting behaviors during the first 18 months. American Annals of the Deaf, 155(1), 5–18. https://doi.org/10.1353/aad.0.0134.Google Scholar
Korver, A. M. H., Smith, R. J. H., Van Camp, G. et al. (2017). Congenital hearing loss. Nature Reviews. Disease Primers, 3, 16094. https://doi.org/10.1038/nrdp.2016.94.Google Scholar
Lammertink, I., Hermans, D., Stevens, A. et al. (2021). Joint attention in the context of hearing loss: A meta-analysis and narrative synthesis. The Journal of Deaf Studies and Deaf Education, 27(1), 1–15. https://doi.org/10.1093/deafed/enab029.Google Scholar
Lane, H. L., Hoffmeister, R., & Bahan, B. J. (1996). A journey into the Deaf-world (pp. x, 513). Dawn Sign Press.Google Scholar
Lentz, E. M., Mikos, K., & Smith, C. (1992). Signing naturally level 2: Student workbook. DawnSign Press.Google Scholar
Lentz, E. M., Mikos, K., & Smith, C. (2014). Signing naturally units 7–12: Student workbook. DawnSign Press.Google Scholar
Lieberman, A. M., Mitchiner, J., & Pontecorvo, E. (2022). Hearing parents learning American Sign Language with their deaf children: A mixed-methods survey. Applied Linguistics Review, 1–25. https://doi.org/10.1515/applirev-2021-0120.Google Scholar
Lillo-Martin, D., Gale, E., & Chen Pichler, D. (2021). Family ASL: An early start to equitable education for deaf children. Topics in Early Childhood Special Education, 027112142110313. https://doi.org/10.1177/02711214211031307.Google Scholar
Lillo-Martin, D., Goodwin, C., & Prunier, L. (2017, November). ASL-IPSyn: A new measure of grammatical development (Poster presentation). Boston University Conference on Language Development (BUCLD), Boston, MA.Google Scholar
Lillo-Martin, D., & Henner, J. (2021). Acquisition of sign languages. Annual Review of Linguistics, 7(1), 395–419. https://doi.org/10.1146/annurev-linguistics-043020-092357.Google Scholar
Lindert, R. B. (2001). Hearing families with deaf children: Linguistic and communicative aspects of American Sign Language development [Doctoral dissertation]. University of California, Berkeley. www.proquest.com/openview/813ca82a49cb50d54d02a8b7a7a9aab2/1?pq-origsite=gscholar&cbl=18750&diss=y.Google Scholar
Looney, D., & Lusin, N. (2019). Enrollments in languages other than English in United States institutions of higher education, summer 2016 and fall 2016: Final report. Modern Language Association of America.Google Scholar
Loots, G., & Devisé, I. (2003). The use of visual-tactile communication strategies by deaf and hearing fathers and mothers of deaf infants. Deaf Studies and Deaf Education, 8(1), 31–42.Google Scholar
Lund, E. (2016). Vocabulary knowledge of children with cochlear implants: A meta-analysis. Journal of Deaf Studies and Deaf Education, 21(2), 107–121. https://doi.org/10.1044/2018_AJSLP-16-0239.Google Scholar
Lund, E. (2018). The effects of parent training on vocabulary scores of young children with hearing loss. American Journal of Speech-Language Pathology, 27(2), 765–777. https://doi.org/10.1044/2018_AJSLP-16-0239.Google Scholar
Lytle, L., R., & Oliva, G., A. (2016, April). Raising the whole child: Addressing social-emotional development in deaf children. Visual Language & Visual Learning (VL2) Learning from Science: Research Brief, Research Brief #11. https://vl2.gallaudet.edu/research-briefs/265.Google Scholar
Maluleke, N. P., Khoza-Shangase, K., & Kanji, A. (2021). An integrative review of current practice models and/or process of family-centered early intervention for children who are deaf or hard of hearing. Family & Community Health: The Journal of Health Promotion & Maintenance, 44(1), 59–71. https://doi.org/10.1097/FCH.0000000000000276.Google Scholar
Manley, J., Odendahl, J., & Samson, M. (2019). Early listening at home: Curriculum for infants and toddlers with hearing loss. Central Institute for the Deaf. https://professionals.cid.edu/product/cid-early-listening-at-home-curriculum/.Google Scholar
Masataka, N. (1996). Perception of motherese in a signed language by 6-month-old deaf infants. Developmental Psychology, 32(5), 874–879. http://dx.doi.org.rmuohp.proxy.liblynxgateway.com/10.1037/0012-1649.32.5.874.Google Scholar
Masataka, N. (1998). Perception of motherese in Japanese Sign Language by 6-month-old hearing infants. Developmental Psychology, 34(2), 241–246. http://dx.doi.org.rmuohp.proxy.liblynxgateway.com/10.1037/0012-1649.34.2.241.Google Scholar
Mathews, E. S. (2011). Mainstreaming of deaf education in the Republic of Ireland: Language, power, resistance. [Ph.D. dissertation]. National University of Ireland, Maynooth.Google Scholar
Matthijs, L., Hardonk, S., Sermijn, J. et al. (2017). Mothers of deaf children in the 21st century: Dynamic positioning between the medical and cultural–linguistic discourses. The Journal of Deaf Studies and Deaf Education, 22(4), 365–377. https://doi.org/10.1093/deafed/enx021.Google Scholar
McAlexander, S., Picou, E. M., Day, B., Jirik, K. J., Morrison, A. K., & Tharpe, A. M. (2022). An evaluation of newborn hearing screening brochures and parental understanding of screening result terminology. EHDI, Virtual Conference, March 13–15, 2022. https://ehdiconference.org/archive/2022/index.cfm.Google Scholar
McElrath, E., & McDowell, K. (2008). Pedagogical strategies for building community in graduate level distance education courses. MERLOT Journal of Online Learning and Teaching, 4(1), 117–127. https://jolt.merlot.org/vol4no1/mcelrath0308.pdf.Google Scholar
McWilliam, R. A. (2010a). Assessing families’ needs with the Routines-Based Interview. In McWilliam, R. A. (Ed.), Working with families of young children with special needs (pp. 27–59). Guilford Press.Google Scholar
McWilliam, R. A. (2010b). Introduction. In McWilliam, R. A. (Ed.), Working with families of young children with special needs (pp. 1–7). Guilford Press.Google Scholar
McWilliam, R. A. (2016). The routines-based model for supporting speech and language. Revista de logopedia, foniatría y audiología, 36(4), 178–184. https://doi.org/10.1016/j.rlfa.2016.07.005.Google Scholar
Mikos, K., Smith, C., & Lentz, E. M. (2001). Signing naturally level 3: Student workbook. DawnSign Press.Google Scholar
Mitchell, R. E., & Karchmer, M. (2004). Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Language Studies, 4(2), 138–163.Google Scholar
Mitchiner, J., Nussbaum, D., B., & Scott, S. (2012, June). The implications of bimodal bilingual approaches for children with cochlear implants. Visual Language & Visual Learning (VL2) Learning from Science: Research Brief, Research Brief #6. https://vl2.gallaudet.edu/research-briefs/260.Google Scholar
Moeller, M. P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106(3), e43. https://doi.org/10.1542/peds.106.3.e43.Google Scholar
Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. Journal of Deaf Studies and Deaf Education, 18(4), 429–445. https://doi.org/10.1093/deafed/ent034.Google Scholar
Moeller, M. P., White, K. R., & Shisler, L. (2006). Primary care physicians’ knowledge, attitudes, and practices related to newborn hearing screening. Pediatrics, 118(4), 1357–1370. https://doi.org/10.1542/peds.2006-1008.Google Scholar
Entertainment, Moonbug. (2022). MyGo! Sign language for kids – ASL. www.youtube.com/channel/UCygtj8VfAI0Sez4S7u65kPg.Google Scholar
Morford, J. P., Shaffer, B., Shin, N., Twitchell, P., & Petersen, B. T. (2019). An exploratory study of ASL demonstratives. Languages, 4(4), 80. http://dx.doi.org/10.3390/languages4040080.CrossRefGoogle Scholar
Morgan, G., Curtin, M., & Botting, N. (2021). The interplay between early social interaction, language and executive function development in deaf and hearing infants. Infant Behavior and Development, 64, 101591. https://doi.org/10.1016/j.infbeh.2021.101591.Google Scholar
Mostafavi, F., Mahdi Hazavehei, S. M., Oryadi-Zanjani, M. M., Sharifi Rad, G., Rezaianzadeh, A., & Ravanyar, L. (2017). Phenomenological needs assessment of parents of children with cochlear implants. Electronic Physician, 9(9), 5339–5348. https://doi.org/10.19082/5339.Google Scholar
NADvlogs (Director). (2018a, February 28). Gift of love [Video]. https://youtu.be/bRNTiv97lgg.Google Scholar
NADvlogs (Director). (2018b, March 9). Gift of independence [Video]. https://youtu.be/vbVsAHkUfLc.Google Scholar
Napier, J., Leigh, G., & Nann, S. (2007). Teaching sign language to hearing parents of deaf children: An action research process. Deafness and Education International, 9(2), 83–100. https://doi.org/10.1002/dei.214.Google Scholar
National Association of the Deaf. (2022a). Early intervention services. www.nad.org/resources/early-intervention-for-infants-and-toddlers/information-for-parents/early-intervention-services/.Google Scholar
National Association of the Deaf. (2022b). Family. www.nad.org/gift-of-language/gift-of-language-family/.Google Scholar
Neumann, K., Chadha, S., Tavartkiladze, G., Bu, X., & White, K. (2019). Newborn and infant hearing screening facing globally growing numbers of people suffering from disabling hearing loss. International Journal of Neonatal Screening, 5(1), 7. https://doi.org/10.3390/ijns5010007.Google Scholar
Newport, E. L. (1991). Contrasting concepts of the critical period for language. In Carey, S. & Gelman, R. (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 111–130). Erlbaum.Google Scholar
Nicastri, M., Giallini, I., Ruoppolo, G. et al. (2021). Parent training and communication empowerment of children with cochlear implant. Journal of Early Intervention, 43(2), 117–134. https://doi.org/10.1177/1053815120922908.Google Scholar
Nickbakht, M., Meyer, C., Scarinci, N., & Beswick, R. (2019). A qualitative investigation of families’ needs in the transition to early intervention after diagnosis of hearing loss. Child: Care, Health & Development, 45(5), 670–680. https://doi.org/10.1111/cch.12697.Google Scholar
Niparko, J. K., Tobey, E. A., Thal, D. J. et al. (2010). Spoken language development in children following cochlear implantation. Journal of the American Medical Association, 303(15), 1498–1506.Google Scholar
Nittrouer, S., Lowenstein, J. H., & Antonelli, J. (2019). Parental language input to children with hearing loss: Does it matter in the end? Journal of Speech, Language, and Hearing Research, 63(1), 234–258. https://doi.org/10.1044/2019_JSLHR-19-00123.Google Scholar
O’Brien, C. ( 2021 , July 21). Hearing families learning Irish Sign Language to communicate with their deaf child: A Ph.D. study using grounded theory methodology.Child and Youth Research Summer Seminar Series, Dublin, Ireland. [Virtual Conference presentation].Google Scholar
O’Toole, C., Lyons, R., & Houghton, C. (2021). A qualitative evidence synthesis of parental experiences and perceptions of parent–child interaction therapy for preschool children with communication difficulties. Journal of Speech, Language, and Hearing Research, 64(8), 3159–3185. https://doi.org/10.1044/2021_JSLHR-20-00732.Google Scholar
Octaberlina, L. R., & Muslimin, A. I. (2020). EFL students perspective towards online learning barriers and alternatives using Moodle/Google Classroom during COVID-19 pandemic. International Journal of Higher Education, 9(6), 1–9. https://doi.org/10.5430/ijhe.v9n6p1.Google Scholar
Office of Research Support and International Affairs (RSIA). (2014). Regional and national summary report of data from the 2013–14 annual survey of deaf and hard of hearing children and youth. Gallaudet University. www.gallaudet.edu/documents/Research-Support-and-International-Affairs/Intl%20Affairs/Demographics/AS14_RegNat.pdf.Google Scholar
Ortega, G., & Morgan, G. (2015). Phonological development in hearing learners of a sign language: The influence of phonological parameters, sign complexity, and iconicity. Language Learning, 65(3), 660–688. https://doi.org/10.1111/lang.12123.Google Scholar
Oyserman, J., & De Geus, M. (2021a). Implementing a new design in parent sign language teaching: The Common European Framework of Reference for Languages. In Snoddon, K. & Weber, J. C. (Eds.), Critical perspectives on plurilingualism in deaf education (pp. 173–194). Multilingual Matters.Google Scholar
Oyserman, J., & De Geus, M. (2021b). We sign: Parent modules. EDU-SIGN. www.edu-sign.com/.Google Scholar
Padden, C. A. (1996). Early bilingual lives of deaf children. In Parasnis, I. (Ed.), Cultural and language diversity and the deaf experience (1st ed., pp. 99–116). Cambridge University Press. www.cambridge.org/core/books/abs/cultural-and-language-diversity-and-the-deaf-experience/early-bilingual-lives-of-deaf-children/2A96543F783D59A56795F3773B171610.Google Scholar
Pannell, J., Partsch, F., & Fuller, N. (2017). The output hypothesis: From theory to practice. TESOL Working Paper Series, 15, 126–159.Google Scholar
Papoušek, M., Papoušek, H., & Haekel, M. (1987). Didactic adjustments in fathers’ and mothers’ speech to their 3-month-old infants. Journal of Psycholinguistic Research, 16(5), 491–516. https://doi.org/10.1007/BF01073274.Google Scholar
Pénicaud, S., Klein, D., Zatorre, R. J. et al. (2013). Structural brain changes linked to delayed first language acquisition in congenitally deaf individuals. NeuroImage, 66, 42–49. https://doi.org/10.1016/j.neuroimage.2012.09.076.Google Scholar
Pittman, P., Benedict, B. S., Olson, S., & Sass-Lehrer, M. (2016). Collaboration with deaf and hard-of-hearing communities. In Sass-Lehrer, M. (Ed.), Early intervention for deaf and hard-of-hearing infants, toddlers, and their families: Interdisciplinary perspectives (pp. 135–166). Oxford University Press.Google Scholar
Pizer, G., Meier, R. P., & Points, K. S. (2011). Child-directed signing as a linguistic register. In Channon, R. & van der Hulst, H. (Eds.), Formational units in sign languages (pp. 65–86). de Gruyter. https://doi.org/10.1515/9781614510680.65.Google Scholar
Pudans-Smith, K. K., Cue, K. R., Wolsey, J.-L. A., & Clark, M. D. (2019). To Deaf or not to deaf: That is the question. Psychology, 10(15), 2091–2114. https://doi.org/10.4236/psych.2019.1015135.Google Scholar
Moontower, Purple. (2022). TRUE+WAY ASL teacher and student etextbook (3rd ed.). Purple Moontower. https://truewayasl.com/.Google Scholar
Puyaltó, C., Gaucher, C., & Beaton, A. (2018). Is the right to access to the services and supports ensured for the deaf and hard-of-hearing children? An ethnographic study based on the experience of hearing parents. Societies, 8(3), 53. https://doi.org/10.3390/soc8030053.Google Scholar
Quiñonez Summer, L. (2022). Language acquisition for the bilingual child: A perspective on raising bilingual children in the U.S. In Schmeltz, L. R. (Ed.), The NCHAM eBook: A resource guide for Early Hearing Detection and Intervention (EHDI) (pp. 1–12). National Center for Hearing Assessment and Management, Utah State University.Google Scholar
Rajesh, V., & Venkatesh, L. (2019). Preliminary evaluation of a low-intensity parent training program on speech-language stimulation for children with language delay. International Journal of Pediatric Otorhinolaryngology, 122, 99–104. https://doi.org/10.1016/j.ijporl.2019.03.034.Google Scholar
Rems-Smario, Julie (Director). (2017a, February 26). Meet the Kadu family! [Video]. https://youtu.be/o2cqj7Imu1k.Google Scholar
Rems-Smario, Julie (Director). (2017b, November 1). Meet Norah and her family – LEAD-K Campaign for Deaf Kids [Video]. https://youtu.be/exM5EZNY6Ao.Google Scholar
Roberts, M. Y. (2018). Parent-implemented communication treatment for infants and toddlers with hearing loss: A randomized pilot trial. Journal of Speech, Language, and Hearing Research, 62(1), 143–152. https://doi.org/10.1044/2018_JSLHR-L-18-0079.Google Scholar
Roberts, M. Y., Hensle, T., & Brooks, M. K. (2016). More than ‘try this at home’: Including parents in early intervention. Perspectives of the ASHA Special Interest Groups, 1(1), 130–143. https://doi.org/10.1044/persp1.SIG1.130Google Scholar
Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. https://doi.org/10.1044/1058-0360(2011/10-0055).Google Scholar
Roberts, M. Y., Kaiser, A. P., Wolfe, C. E., Bryant, J. D., & Spidalieri, A. M. (2014). Effects of the Teach-Model-Coach-Review instructional approach on caregiver use of language support strategies and children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 57(5), 1851–1869. https://doi.org/10.1044/2014_JSLHR-L-13-0113.Google Scholar
Rosen, R. S. (2010). American Sign Language curricula: A review. Sign Language Studies, 10, 348–381. https://doi.org/10.1353/sls.0.0050.Google Scholar
Saint-Georges, C., Chetouani, M., Cassel, R. et al. (2013). Motherese in interaction: At the cross-road of emotion and cognition? (A systematic review). PLOS ONE, 8(10): e78103. https://doi.org/10.1371/journal.pone.0078103.Google Scholar
Santos, S., & Cordes, S. (2022). Math abilities in deaf and hard of hearing children: The role of language in developing number concepts. Psychological Review, 129(1), 199–211. https://doi.org/10.1037/rev0000303.Google Scholar
Sass-Lehrer, M., Porter, A., & Wu, C. L. (2016). Families: Partnerships in practice. In Sass-Lehrer, M. (Ed.), Early intervention for deaf and hard-of-hearing infants, toddlers, and their families: Interdisciplinary perspectives (pp. 65–103). Oxford University Press.Google Scholar
Shearer, A. E., Shen, J., Amr, S., Morton, C. C., & Smith, R. J. (2019). A proposal for comprehensive newborn hearing screening to improve identification of deaf and hard-of-hearing children. Genetics in Medicine, 21(11), 2614–2630. https://doi.org/10.1038/s41436-019-0563-5.Google Scholar
Shezi, Z. M., & Joseph, L. N. (2021). Parental views on informational counselling provided by audiologists for children with permanent childhood hearing loss. South African Journal of Communication Disorders, 68(1). https://doi.org/10.4102/sajcd.v68i1.799.Google Scholar
SignOn. (2022). SignOn Connect – Immerse yourself in the deaf ASL community. https://signonconnect.com/.Google Scholar
Simms, L., Kite, B. J., Scott, S., & Burns, H. (Directors). (2016, May 24). Maximizing language acquisition: ASL and spoken English [Video]. https://youtu.be/2e4EMWM29JI.Google Scholar
Singleton, J. L., & Newport, E. L. (2004). When learners surpass their models: The acquisition of American Sign Language from inconsistent input. Cognitive Psychology, 49(4), 370–407. https://doi.org/10.1016/j.cogpsych.2004.05.001.Google Scholar
SKI-HI Institute. (2001). Deaf mentor curriculum: A resource manual for home-based, bilingual-bicultural programming for young children who are deaf or hard of hearing and their families. HOPE Inc. https://hopepubl.com/product/ski-hi-curriculum/.Google Scholar
Skotara, N., Salden, U., Kügow, M., Hänel-Faulhaber, B., & Röder, B. (2012). The influence of language deprivation in early childhood on L2 processing: An ERP comparison of deaf native signers and deaf signers with a delayed language acquisition. BMC Neuroscience, 13(44), 1–14. https://doi.org/10.1186/1471-2202-13-44.Google Scholar
Smith, C., Lentz, E. M., & Mikos, K. (2008a). Signing naturally units 1–6: Student workbook. DawnSign Press. www.dawnsign.com/products/details/signing-naturally-units-1-6-student-set.Google Scholar
Smith, C., Lentz, E. M., & Mikos, K. (2008b). Signing naturally units 1–6: Teacher’s curriculum guide. DawnSign Press. www.dawnsign.com/products/details/signing-naturally-units-1-6-student-set.Google Scholar
Snoddon, K. (2015). Using the Common European Framework of Reference for Languages to teach sign language to parents of deaf children. Canadian Modern Language Review, 71(3), 270–287. https://doi.org/10.3138/cmlr.2602.Google Scholar
Spencer, P. E. (2001). A good start: Suggestions for visual conversations with deaf and hard of hearing babies and toddlers. Gallaudet University Laurent Clerc National Deaf Education Center.Google Scholar
Stika, C. J., Eisenberg, L. S., Johnson, K. C. et al. (2015). Developmental outcomes of early-identified children who are hard of hearing at 12 to 18 months of age. Early Human Development, 91(1), 47–55. https://doi.org/10.1016/j.earlhumdev.2014.11.005.Google Scholar
Su, P. L., & Roberts, M. Y. (2019). Quantity and quality of parental utterances and responses to children with hearing loss prior to cochlear implant. Journal of Early Intervention, 41(4), 366–387. https://doi.org/10.1177/1053815119867286.Google Scholar
Sultana, N., Wong, L. L. N., & Purdy, S. C. (2019). Analysis of amount and style of oral interaction related to language outcomes in children with hearing loss: A systematic review (2006–2016). Journal of Speech, Language, and Hearing Research, 62(9), 3470–3492. https://doi.org/10.1044/2019_JSLHR-L-19-0076.Google Scholar
Swain, M. (2005). The output hypothesis: Theory and research. In Hinkel, E. (Ed.), Handbook on research in second language learning and teaching (pp. 471–483). Lawrence Erlbaum.Google Scholar
Szagun, G., & Schramm, S. A. (2016). Sources of variability in language development of children with cochlear implants: Age at implantation, parental language, and early features of children’s language construction. Journal of Child Language, 43(3), 505–536. https://doi.org/10.1017/S0305000915000641.Google Scholar
The Hanen Centre. (2019). About the Hanen Centre: Helping you help children communicate. www.hanen.org/About-Us.aspx.Google Scholar
Thomson, V., & Yoshinaga-Itano, C. (2018). The role of audiologists in assuring follow-up to outpatient screening in early hearing detection and intervention systems. American Journal of Audiology, 27(3), 283–293. https://doi.org/10.1044/2018_AJA-17-0113.Google Scholar
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57(6), 1454–1463. https://doi.org/10.2307/1130423.Google Scholar
Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies. Tots n Tech Research Institute, 3(1), 1–33.Google Scholar
Twitchell, P., Shin, N., Shaffer, B., Wilkinson, E., & Morford, J. P. (2022). Demonstratives in ASL. Theoretical Issues in Sign Language Research. www.dropbox.com/s/fky2buyfm0oyyim/TISLR14_Abstract_S-05_216.pdf?dl=0.Google Scholar
Ullman, M. T. (2015). The declarative/procedural model: A neurobiologically motivated theory of first and second language. In VanPatten, B. & Williams, J. (Eds.) Theories in second language acquisition: An introduction (2nd ed., pp. 135–158). Routledge.Google Scholar
University of the Free State. (2022). South African Sign Language short learning programmes. Department of South African Sign Language and Deaf Studies (Incorporating ULFE). www.ufs.ac.za/sasl/department-of-south-african-sign-language-and-deaf-studies-(incorporating-the-unit-for-language-facilitation-and-empowerment)/academic-activities/sasl-short-learning-programme.Google Scholar
VanPatten, B. (2015). Input processing in adult SLA. In VanPatten, B. & Williams, J. (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 113–134). Routledge.Google Scholar
Ventayen, R. J. M., Estira, K. L. A., Guzman, M. J. D., Cabaluna, C. M., & Espinosa, N. N. (2018). Usability evaluation of Google Classroom: Basis for the adaptation of GSuite e-learning platform. Asia Pacific Journal of Education, 5(1), 47–51.Google Scholar
Vishwakarma, A., & Kulshrestha, P. (2022, June 24). Impact of Covid19 pandemic on early sign language acquisition [Conference presentation]. 4th International Conference on Sign Language Acquisition (ICSLA), Boston, June 23–25, 2022. Virtual conference. https://whova.com/portal/webapp/icsla1_202206/Agenda/2384873.Google Scholar
Vonen, A. M. (2019, June 14). Se mitt språk – See my language. Oslo Metropolitan University.Google Scholar
Watkins, S., Pittman, P., & Walden, B. (1998). The deaf mentor experimental project for young children who are deaf and their families. American Annals of the Deaf, 143(1), 29–34. https://doi.org/10.1353/aad.2012.0098.Google Scholar
Weitzman, E. (2017). It takes two to talk: A practical guide for parents of children with language delays (5th ed.). Hanen Centre. www.hanen.org/Guidebooks/Parents/It-Takes-Two-to-Talk.aspx.Google Scholar
Wilkinson, E., Lepic, R., & Hou, L. (2023). Usage-based grammar: Multi-word expressions in American Sign Language. In Janzen, T. & Shaffer, B. (Eds.), Signed language and gesture research in cognitive linguistics. De Gruyter Mouton.Google Scholar
Wright, B., Hargate, R., Garside, M. et al. (2021). A systematic scoping review of early interventions for parents of deaf infants. BMC Pediatrics, 21(1), 467. https://doi.org/10.1186/s12887-021-02893-9.Google Scholar
Wroblewska-Seniuk, K. E., Dabrowski, P., Szyfter, W., & Mazela, J. (2017). Universal newborn hearing screening: Methods and results, obstacles, and benefits. Pediatric Research, 81(3), 415–422. https://doi.org/10.1038/pr.2016.250.Google Scholar
Yorkston, K., Dowden, P., Honsinger, M., Marriner, N., & Smith, K. (1988). A comparison of standard and user vocabulary lists. Augmentative and Alternative Communication, 4(4), 189–210. https://doi.org/10.1080/07434618812331274807.Google Scholar
Yoshinaga-Itano, C., Sedey, A. L., Wiggin, M., & Chung, W. (2017). Early hearing detection and vocabulary of children with hearing loss. Pediatrics, 140(2), e20162964. https://doi.org/10.1542/peds.2016-2964.Google Scholar
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006.Google Scholar
Zaidman-Zait, A. (2008). Everyday problems and stress faced by parents of children with cochlear implants. Rehabilitation Psychology, 53(2), 139–152. https://doi.org/10.1037/0090-5550.53.2.139.Google Scholar
Zarchy, R. M., & Geer, L. C. (2020). American Sign Language at home: A family curriculum. Book Baby.Google Scholar
Zarchy, R. M., & Geer, L. C. (2022, June 25). Teaching hearing parents ASL to enrich language at home. International Conference on Sign Language Acquisition (ICSLA), Boston, June 23–25, 2022. Virtual conference. https://sites.bu.edu/icsla/conference-information/schedule-and-abstracts/Google Scholar
Zarchy, R. M., & Geer, L. C. (2023). American Sign Language at home: A family curriculum (2nd ed.). Solificatio.Google Scholar