Literacy Strategies for Deaf/Hard-of-Hearing English Language Learners: Where Do We Begin?

Abstract

The Gallaudet Research Institute confirms a 22.5 per cent increase from 2.7 per cent (2000) to 25.2 per cent (2011) in deaf and hard-of-hearing (DHH) students whose parents use a language ‘other’ than English or American sign language (ASL) at home. These DHH students who are also English language learners (ELLs) struggle to learn English, perhaps their native home language, and quite possibly a third language, ASL. In order to understand how to meet the needs of this growing population, a synthesis of evidence-based and best-practice research over the last 10 years is presented. Strategies for ELL students who have disabilities and DHH ELLs are reviewed. The criteria for inclusion of the studies were based on the US federal research standards. These studies were then categorized based on the components of an effective literacy programme. Recommendations of literacy strategies that practitioners and researchers can begin investigating to document evidence-based practices for this unique and often neglected population are presented

Keywords:

• deaf and hard of hearing
• English language learners
• literacy strategies
• evidence-based research

Acknowledgment

We would like to acknowledge the University of North Florida graduate students, Amy Joyner, Heather Nicols, and Paige Skipper for their contributions to the initial development of this manuscript.

Notes

1 This range includes the 17.7 per cent of students reported to come from homes where English is not regularly used, and the 25 per cent of students who come from homes where a language ‘other’ than English is regularly used.