Table Of ContentDISCUSSING 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
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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
