Increasing Cultural and Linguistic Diversity in Deaf Education Teacher Preparation Programs

Autor/inn/en	Cannon, Joanna E.; Luckner, John L.
Titel	Increasing Cultural and Linguistic Diversity in Deaf Education Teacher Preparation Programs
Quelle	In: American Annals of the Deaf, 161 (2016) 1, S.89-103 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Teacher Education Programs; Partial Hearing; Teacher Effectiveness; Culturally Relevant Education; American Sign Language; Special Education Teachers; English (Second Language); Second Language Learning; Multilingualism; Cultural Pluralism; Bilingual Education; Foreign Countries; Language of Instruction; English Language Learners; Teacher Certification; Standards; United States; Canada + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hörbehinderung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Bilingual teaching; Bilingualer Unterricht; Ausland; Teaching language; Unterrichtssprache; Standard; USA; Kanada
Abstract	As the field of education of the d/Deaf and hard of hearing (d/Dhh) continues to diversify, postsecondary institutions must pay close attention not only to the changing needs of d/Dhh students but to the practitioners they are preparing to serve this population. Students who are d/Dhh and come from homes where a language other than English or American Sign Language is used--d/Dhh Multilingual Learners (DMLs)--constitute 19.4%--35.0% of the d/Dhh student population (Gallaudet Research Institute, 2013). In the present article, part of a special "American Annals of the Deaf" issue on DMLs, the authors review demographic trends, examine the theory behind teacher effectiveness and culturally responsive teaching, provide examples from research on effective components of teacher preparation programs and discuss how they align with the field's certification standards, and recommend practices for programs and teachers to meet these standards within the field's ever-changing landscape. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01