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,…

This study aimed to explore the literacy interactions of deaf and hearing parents with their preschool children in Saudi Arabia. The participants were three sets of parents (six individuals) of preschoolers. Data were collected through home literacy observation, experience sampling method, and interviews. All participants endorsed learning through…

In the early decades of the nineteenth century, when Thomas Hopkins Gallaudet was famously advocating for sign language to be the language of instruction for deaf children in the United States, European philosophers were founding modern linguistics. Gallaudet was not able to benefit from their breakthroughs, however, because his upbringing,…

Like language teachers everywhere, Deaf teachers of New Zealand Sign Language (NZSL) had to suddenly move classes online when COVID-19 restrictions were implemented from March 2020. NZSL is conventionally taught through a direct immersion, communicative approach, so adapting instruction to a remote mode required NZSL teachers to develop new…

Sign language is a unique language that relies heavily on visual communication, body language, and lip movements, and is often supplemented with voice. For individuals with special needs, such as deaf students in schools for the deaf, learning this language is essential. However, to effectively teach sign language, teachers require specialized…

Since students' writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a…

Since students' writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a…

American Sign Language (ASL) courses in U.S. higher education often inadequately incorporate multicultural content, with many educators lacking knowledge of multiculturalism and relevant cultural resources. The purpose of this study was the exploration of ASL educators' perspectives on the incorporation of multicultural content in ASL classrooms…

Writing often begins during the early years of childhood. Teachers' beliefs about early writing development can influence children's process in learning to write. The purpose of this exploratory study was to examine deaf education teachers' beliefs and practices regarding the process of development of Deaf children's emergent writing. An online…

Language deprivation occurs because the majority of Deaf students are not born into homes where sign language is used and/or are not taught or not allowed to use sign language, the only language that is readily accessible to them. Instead, they are forced to use less effective communication techniques. When Deaf child who has experienced this…

This interpretative phenomenological analysis (IPA) focused on the experiences and beliefs of teachers of the deaf about bilingual American Sign Language (ASL) and English education and their teacher preparation programs. It was grounded on situated learning theory, specifically on the principles of legitimate peripheral learning theory (Lave…

In this study on concepts of geometry, the gestures and mimics used by the mathematics teachers working in school for the deaf to define some mathematical concepts with the sign language were investigated. The research employed the structured interview technique, a qualitative research method. Data were collected through interviews and video…

To date, there has not been any research conducted on the South Sudanese Deaf community and South Sudanese Sign Language (SSSL). This article presents an introductory note about both with information gained from personal observations of the authors and from online resources. It provides an insight for furthering extensive research on the newest…

For the past 12 years I have been involved teaching music at a deaf school in Melbourne, philanthropically supported by Musica Viva's Equal Music program. The students use Auslan as their primary language and prior to the residency there had not been a music program in the school for more than a decade. Students now participate fully in the…

For generations, classroom English teachers have exploited knowledge of English phonemes to teach hearing children. In this article, the author explains how to exploit the strategy of using American Sign Language (ASL) graphemes to teach deaf and hard of hearing children. The goal is a fully evolved bilingual environment in which the children…