Table Of ContentDeaf and Hard of
Hearing Multilingual
Learners
This critical resource provides foundational information and practical
strategies for d/Deaf or hard of hearing (d/Dhh) multilingual learners.
Tese learners come from backgrounds where their home languages difer
from the dominant spoken or sign languages of the culture. Tis book is
a one-stop resource for professionals, interventionists, and families, helping
them to efectively support the diverse needs of d/Dhh multilingual learners
by covering topics such as family engagement, assessment, literacy, multiple
disabilities, transition planning, and more. Te book provides vignettes
of learners from 25 countries, discussion questions, and family-centered
infographic briefs that synthesize each chapter. Deaf and Hard of Hearing
Multilingual Learners is a groundbreaking step towards better supporting the
many languages and cultures d/Dhh students experience in their lifetimes
through strength-based and linguistically responsive approaches.
Joanna E. Cannon is an Associate Professor in the Department of Educational
and Counselling Psychology and Special Education, and is coordinator of
the Education of the Deaf and Hard of Hearing graduate program at the
University of British Columbia in Vancouver, Canada.
Caroline Guardino is a Professor of Exceptional and Deaf Education at the
University of North Florida in Jacksonville, Florida.
Peter V. Paul is a Professor of Special Education, emphasis on d/Deaf
Education, at the Ohio State University. Paul is the current editor of the
American Annals of the Deaf.
Deaf and Hard
of Hearing
Multilingual
Learners
Foundations, Strategies,
and Resources
Edited by Joanna E. Cannon,
Caroline Guardino, and
Peter V. Paul
Cover image: Getty Images/DrAfter123
First published 2022
by Routledge
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© 2022 selection and editorial matter, Joanna E. Cannon, Caroline Guardino, and Peter V. Paul;
individual chapters, the contributors
Te right of Joanna E. Cannon, Caroline Guardino, and Peter V. Paul to be identifed as the authors
of the editorial material, and of the authors for their individual chapters, has been asserted in
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used only for identifcation and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Cannon, Joanna E., editor. | Guardino, Caroline, editor. | Paul, Peter V., editor.
Title: Deaf and hard of hearing multilingual learners : foundations, strategies, and
resources / edited by Joanna E. Cannon, Caroline Guardino, and Peter V. Paul.
Description: New York, NY : Routledge, 2022. | Includes bibliographical references and index.
Identifers: LCCN 2021044827 (print) | LCCN 2021044828 (ebook) | ISBN 9781032194400
(hardback) | ISBN 9781032155654 (paperback) | ISBN 9781003259176 (ebook)
Subjects: LCSH: Deaf—Education. | Hearing impaired—Education. | Multilingual education.
Classifcation: LCC HV2430 .D39 2022 (print) | LCC HV2430 (ebook) |
DDC 371.91/2—dc23/eng/20211208
LC record available at https://lccn.loc.gov/2021044827
LC ebook record available at https://lccn.loc.gov/2021044828
ISBN: 978-1-032-19440-0 (hbk)
ISBN: 978-1-032-15565-4 (pbk)
ISBN: 978-1-003-25917-6 (ebk)
DOI: 10.4324/9781003259176
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Access the support material: www.routledge.com/9781032155654
Contents
Preface vii
Peter V. Paul
Acknowledgments xii
Contributors xiv
1 Learners Who Are d/Deaf or Hard of Hearing and
Multilingual: Perspectives, Approaches, and Considerations 1
Joanna E. Cannon and Caroline Guardino
2 Family Engagement: Developing Partnerships for d/Deaf
and Hard of Hearing Multilingual Learners 30
Sandy K. Bowen and Sharon Baker
3 Developing a Comprehensive Language Profle to Support
Learning: Te Assessment of d/Deaf and Hard of Hearing
Multilingual Learners 67
Lianna Pizzo and Laurie Ford
4 Language Development, Assessment, and Intervention for
d/Deaf and Hard of Hearing Multilingual Learners 106
Kathryn Crowe and Mark Guiberson
5 d/Deaf and Hard of Hearing Multilingual Learners and
Literacy Instruction 142
Jessica Scott, Chidinma Amadi, and Terynce Butts
vi Contents
6 Leadership and Collaboration in School Settings for d/Deaf
and Hard of Hearing Multilingual Learners 175
Lianna Pizzo
7 d/Deaf and Hard of Hearing Multilingual Learners With
Disabilities: A Case Study of a Learner Who Is Deaf With
Autism Spectrum Disorder and From an Immigrant Family 219
Eun Young Kwon, Caroline Guardino, and Joanna E. Cannon
8 Transition for d/Deaf and Hard of Hearing Multilingual
Learners: Guiding Principles and Planning Tools 264
John L. Luckner and Joanna E. Cannon
Index 300
Preface
Peter V. Paul
This book focuses on d/Deaf and hard of hearing (d/Dhh) students
who are multilingual learners (DMLs), which refers to an increasing
cohort of d/Dhh students throughout many predominantly English-
speaking countries. In fact, as asserted in the frst chapter, this broad
cohort of individuals represents one of the fastest-growing groups in
PreK-12 schools in the United States, constituting, at present, more or
less a third of the population of learners. Tis is, indeed, one of the fastest
growing groups in the larger general student population. Students who are
multilingual learners with disabilities have also increased substantially over
the last quarter century.
What do we the editors mean by DMLs? Basically, these multilingual
learners are those whose home languages difer from the language of the
dominant culture, that is, English, in the United States. Or the home lan-
guages might also be diferent from the dominant sign language in the USA,
that is, American Sign Language. Similar to the cohort in our frst volume
(d/Dhh learners with disabilities [DWD]), DMLs is a group with diverse
complex education and social needs. DMLs who also possess disabilities
present even more challenges for theorists, researchers, and practitioners.
Tere are eight chapters in this volume, which synthesizes research and
provides a toolkit of educational strategies and procedures. Te range of
topics includes the engagement of families, the general assessment of mul-
tilingual learners, and the assessment of language and literacy as well as the
development of these constructs. Other topics include transition to post-
secondary settings, and the facilitation of and need for collaboration across
school settings to meet the needs of learners and their families. Tere is
viii Preface
even a chapter that contains a case study on a deaf learner with autism
spectrum disorder as well as strategies and other information for working
with DMLs with disabilities (i.e., DML-D).
Chapter 1 presents the overall purposes of the book and an overview of
the socio-demographics and intersectionality of d/Deaf and hard of hear-
ing multilingual learners. It highlights the fact that it is necessary to exam-
ine research from the broader felds of bilingual and special education.
Similar to the main themes discussed in our volume on DWD (Guardino
et al., 2022), this chapter discusses the merits of utilizing collaborative,
asset-based approaches that emphasizes the strengths of learners—a con-
cept which permeates the entire book. Te authors assert that it is impor-
tant for practitioners to not only understand the complexities of working
with DMLs and their families, but also implement linguistically and cul-
turally responsive practices to improve the education and social lives of
DMLs. Tis requires, at the least, for professionals to ascribe to the Radical
Middle construct that encourages the examination of implicit biases in
resolving conficts and challenges.
Tere is little doubt that families are critical to the development of all
learners, and in particular d/Dhh multilingual learners. Tis is the topic
of Chapter 2. As mentioned in this chapter, the crux is to encourage the
engagement of families—that is, to utilize family-centered practices, espe-
cially for early intervention and throughout the school years. Educators
need to be aware of the challenges for families; nevertheless, families
should be partners in this process. Families are diverse, representing a
range of international cultures. Chapter 2 provides strategies for engaging
families to support the mainstream language and literacy development of
their children who are either bilingual or multilingual while, at the same
time, respecting the home language and culture.
Te next three chapters cover critical topics related to the assessment
and development of language and literacy. Chapter 3 addresses the general
issues and techniques related to selecting and interpreting assessments of
DMLs, particularly the development of a “comprehensive language pro-
fle.” As noted in this chapter, it is difcult to provide adequate instruc-
tional services and render appropriate instructional decisions without
results of high-quality language profciency measures. And, of course,
families should be involved in the assessment process.
Preface ix
Chapters 4 and 5 delve deeply into language and literacy acquisition,
advocating a strength-based approach, providing evidence-based prac-
tices and strategies, and emphasizing development and maintenance. Te
authors reiterate that it is a challenge to describe and address the com-
plexities of multilingual language and literacy acquisition. Educators, par-
ents/caregivers, and other stakeholders need relevant knowledge about the
various language and communication modes such as spoken, signed, and
written.
Chapter 5 recognizes the limited research with respect to understanding
and supporting literacy development for multilingual learners. Te authors
synthesize research on literacy for all d/Dhh learners and for non-d/Dhh
English learners with the intent to apply strategies and practices that might
be relevant for DMLs. Time-honored concepts such as explicit instruc-
tion, background knowledge, metacognition, and others are discussed.
Te authors conclude with recommendations for further research and
instruction.
Te Essential Instructional Supports Framework provides the groundwork
for the discussion of leadership and collaboration strategies in Chapter 6.
Te author explores concepts that can be implemented to support linguis-
tically and culturally responsive instruction. Also mentioned is the need
to provide strategies and practices for constructing a supportive learning
environment for DMLs. Tere is little doubt that strong and diverse lead-
ership is needed to ensure the success of programs and practices for DMLs
and their families. Leaders themselves must also refect on their practices—
and this process is similar to the tenets of the Radical Middle concept.
Understanding DMLs is challenging and addressing the needs of
DMLs with disabilities (i.e., DML-D) may be more demanding, as dis-
cussed in Chapter 7. Similar to the discussion of DWDs, it is difcult to
obtain reliable and valid estimates of the prevalence and the incidence of
DML-Ds. Tere is limited research available; however, it seems to be clear
that this cohort of school-age individuals is growing. Although there might
be a tendency to emphasize the “disability” of DMLs, the authors argue
that it is more productive to focus on the learners’ assets and to consider
the sociocultural variables such as culture, identity, and language. Clearly,
DML-Ds possess intersectionality, which must also be considered in plan-
ning instruction and curriculum, as well as in developing and utilizing
