Abstract

This article discusses the importance of fostering the development of a "first language" as demonstrated by each hearing-impaired student. Support for the discussion is provided by research from the field of (hearing) bilingual education. Nine factors are presented that should be considered by educators working with children who do not have a strong first-language base on which to build second-language (i.e., English) skills and by educators who wish to facilitate bilingual/bimodal proficiency.

pdf

Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 220-228
Launched on MUSE
2013-04-22
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.