Purpose: This study compares responses of children who are deaf and hard of hearing (DHH) who use spoken language with responses of children who have typical hearing on a repeated word association task to evaluate lexical-semantic organization. Method: This study included 109 participants in early kindergarten or who had completed first grade. The…

Self-assessment skills are emphasized in signed language Interpreter Education Programs (IEPs), and it is well-established that self-assessment is an essential element of a sign language interpreter's professional development, yet anecdotal evidence suggests that practicing interpreters frequently do not engage in self-assessment. This study aimed…

Deaf patients who communicate in American Sign Language (ASL) experience communication challenges leading to medical errors, treatment delays, and health disparities. Research on Deaf patient communication preferences is sparse. Researchers conducted focus groups based on the Health Belief Model with culturally Deaf patients and interpreters. The…

This study aimed to address a gap in understanding the enrollment decisions of both Deaf and Hard of Hearing (DHH) students and hearing students in DHH-related fields, such as audiology, Deaf education, social work, and sign language interpretation, at Gallaudet University. Despite the growing demand for professionals in these areas, only 5% of…

Limited language experience in childhood is common among deaf individuals, which prior research has shown to lead to low levels of language processing. Although basic structures such as word order have been found to be resilient to conditions of sparse language input in early life, whether they are robust to conditions of extreme language delay is…

Societal views of Deaf people typically stem from a medical or deficit perspective, which then informs educational practices. In contrast, educational settings that embrace a cultural perspective provide visual language and strategies that can benefit all students. This article will address three common myths about American Sign Language (ASL) and…

Language barriers negatively affect access to social services, particularly for D/deaf populations who use Sign Language. "D/deaf" is used to encompass both the cultural conception of capital-D Deafness and the medical conception of lowercase-d deafness. Language translation/interpretation is a common need among practitioners of social,…

Signs in sign languages have been mainly analyzed as composed of three formational elements: hand configuration, location, and movement. Researchers compare and contrast lexical differences and similarities among different signs and languages based on these formal elements. Such measurement requires extensive manual annotation of each feature…

Although research of bilingualism in a single aural-oral linguistic mode is common, this has yet to be extended to visual-gestural modes of language use. This is a significant research gap, as deaf people and signed languages are agentic forces that contribute to a diverse global linguistic and sociocultural landscape. In this article, we present…

Studies have shown that iconicity can provide a benefit to non-signers during the learning of single signs, but other aspects of signed messages that might also be beneficial have received less attention. In particular, do other features of signed languages help support comprehension of a message during the process of language learning? The…

This paper discusses the role of mediation as it arose in developing and teaching two online American Sign Language (ASL) courses for parents of deaf children during the COVID-19 pandemic. Deaf children and their families who are still acquiring ASL have ongoing learning needs that are most often not met in mainstream educational systems, and…

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, which are: (1) students become bilingual and…

This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilities in grades 3-6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1) stages of emergent writing development;…

This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilities in grades 3-6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1) stages of emergent writing development;…

Children learning language efficiently process single words and activate semantic, phonological, and other features of words during recognition. We investigated lexical recognition in deaf children acquiring American Sign Language (ASL) to determine how perceiving language in the visual-spatial modality affects lexical recognition. Twenty native…