- Oxford Library of Psychology
- The Oxford Handbook of Deaf Studies in Language
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- It Seems Like Only Yesterday …
- Foundations for Language Development in Deaf Children and the Consequences for Communication Choices
- Rethinking Total Communication: Looking Back, Moving Forward
- From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language
- The Role of Language in Deaf and Hard-of-Hearing Children’s Social-Emotional Development
- Perception of the Prosodic Characteristics of Spoken Language by Individuals With Hearing Loss
- The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children With Hearing Loss
- Grammatical Competence After Early Cochlear Implantation
- Spoken Vocabulary Development in Deaf Children With and Without Cochlear Implants
- Fingerspelling: Beyond Handshape Sequences
- Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions
- Bimodal Bilingualism: Sign Language and Spoken Language
- Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study
- Acquisition of Sign Language as a Second Language
- Teaching English as a Second Language to Deaf and Hard-of-Hearing Students
- A Biolinguistic Approach to Sign Languages
- Neurocognitive Function in Deaf Children With Cochlear Implants: Early Development and Long-Term Outcomes
- Neurolinguistic Studies of Sign Language Bilingualism
- What the Illiterate Brain Tells the Deaf Brain
- New Directions in Signed Language Assessment
- Investigating Sign Language Development, Delay, and Disorder in Deaf Children
- Language and Communication in People Who Are Deafblind
- Dyslexia and Deafness
- Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading
- Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children
- Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners
- The Impact of Cochlear Implants on Deaf Children’s Literacy
- Scaffolding Learning Through Classroom Talk: The Role of Translanguaging
- Understanding Language in the Real World
- Index
Abstract and Keywords
In this chapter the communicative foundations for language development in general and those for deaf children in particular are explored. Special attention is paid to the importance of access to language, availability of language (in terms of quantity and quality of language contacts and language users), individual processing capacities, and time course (in terms of windows of opportunity). Subsequently, implications for the choices parents have in communicating with their young deaf child will be outlined and ways will be discussed how these choices may be informed at an individual level (psychoeducation, assessment) and how they may be monitored (process and outcomes) and, if necessary, adapted. In this respect the chapter builds upon the need for flexibility in language policy in deaf education as advocated in Knoors and Marschark (2012).
Keywords: communicative foundations, language development, access, availability, deaf
Harry Knoors Royal Dutch Kentalis - Kentalis Academy Sint-Michielsgestel The Netherlands Behavioural Science Institute School of Educational Sciences Radboud University Nijmegen Nijmegen, The Netherlands
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- Oxford Library of Psychology
- The Oxford Handbook of Deaf Studies in Language
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- It Seems Like Only Yesterday …
- Foundations for Language Development in Deaf Children and the Consequences for Communication Choices
- Rethinking Total Communication: Looking Back, Moving Forward
- From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language
- The Role of Language in Deaf and Hard-of-Hearing Children’s Social-Emotional Development
- Perception of the Prosodic Characteristics of Spoken Language by Individuals With Hearing Loss
- The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children With Hearing Loss
- Grammatical Competence After Early Cochlear Implantation
- Spoken Vocabulary Development in Deaf Children With and Without Cochlear Implants
- Fingerspelling: Beyond Handshape Sequences
- Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions
- Bimodal Bilingualism: Sign Language and Spoken Language
- Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study
- Acquisition of Sign Language as a Second Language
- Teaching English as a Second Language to Deaf and Hard-of-Hearing Students
- A Biolinguistic Approach to Sign Languages
- Neurocognitive Function in Deaf Children With Cochlear Implants: Early Development and Long-Term Outcomes
- Neurolinguistic Studies of Sign Language Bilingualism
- What the Illiterate Brain Tells the Deaf Brain
- New Directions in Signed Language Assessment
- Investigating Sign Language Development, Delay, and Disorder in Deaf Children
- Language and Communication in People Who Are Deafblind
- Dyslexia and Deafness
- Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading
- Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children
- Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners
- The Impact of Cochlear Implants on Deaf Children’s Literacy
- Scaffolding Learning Through Classroom Talk: The Role of Translanguaging
- Understanding Language in the Real World
- Index
