000			04140cam a22003254a 4500
999			_c1253 _d1253
001			12391166
003			OSt
005			20190904164026.0
008			010426s2002 maua b 001 0 eng
010			_a 2001031804
020			_a0205331009 (alk. paper)
040			_aDLC _cDLC _dDLC
042			_apcc
050	0	0	_aHV2430 _b.E27 2002
082	0	0	_a371.912 EAS B _223
100	1		_aEasterbrooks, Susan R.
245	1	0	_aLanguage learning in children who are deaf and hard of hearing : _bmultiple pathways / _cSusan R. Easterbrooks, Sharon K. Baker.
260			_aBoston, Ma. _bAllyn & Bacon, _cc2002.
300			_ax, 310 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references and index.
505			_aIntroduction and Preface. Dedication. Table of Contents. 1. AN INTRODUCTION TO THE LANGUAGE INSTRUCTION OF CHILDREN WHO ARE DEAF AND HARD OF HEARING. Language issues within the context of history. Language issues within the context of instruction. Language issues within the context of technology. Language issues within the contexts of culture. Language issues within the context of the law. 2. LANGUAGE ACQUISITION IN CHILDREN WHO ARE DEAF AND HARD OF HEARING. The nature of language. The elements of language: form, content, and use. Theories of language development. Principles of language instruction. Stages of language development. The critical period for first language acquisition. Factors that contribute to language acquisition. The influence of bilingualism on deaf education. Hard of hearing children. 3. MULTIPLE PATHWAYS TO LANGUAGE LEARNING. How children learn language. Where students are taught. Heterogeneity of the population. 4. ASSESSMENT OF LANGUAGE. Standards for assessment. Why do we assess? Types of tests and test scores. Issues in assessment of deaf and hard of hearing students. Formal and informal measures of language. Evaluators and students. Choosing a battery of tests and other assessment procedures. Language development versus language disorders. Chapter appendix a. Chapter appendix b. 5. FROM THEORY TO PRACTICE. Pragmatic Intent: the heart and soul of language learning. Language acquisition in students who are deaf and hard of hearing. Language learning principles. Language instructional approaches, practices and technique. Considering the needs of the individual. Planning language instruction. 6. ANSWERING AND ASKING QUESTIONS: KEYS TO CONVERSATION. The relationship between questioning and conversation. The Johnson conversational model. Promoting conversation and questioning skills. Question forms in English. Question formation in ASL. The elephant in the living room. 7. ENGLISH AND ASL GRAMMAR. Orientation to English language structure. Orientation to the components of ASL. An examination of nouns, noun phrases, and nominalized forms of English. Noun issues in ASL. An examination of verbs, verb phrases, and the auxiliary system of English. Verbs in ASL. An examination of English adjectives, adjective phrases, and advanced adjectival forms. Adjective issues in ASL. An examination of English adverbs, adverb phrases, and advanced adverb forms. Adverb issues in ASL. An examination of the negation system of English. Negation issues in ASL. References. Index.
650		0	_aDeaf children _xEducation.
650		0	_aDeaf children _xLanguage.
650		0	_aDeaf children _xMeans of communication.
650		0	_aHearing impaired children _xEducation.
700	1		_aBaker, Sharon K.
906			_a7 _bcbc _corignew _d1 _eocip _f20 _gy-gencatlg
942			_2ddc _cSTS