title: A New Kind of Heterogeneity: What We Can Learn From d/Deaf and Hard of Hearing Multilingual Learners.
abstract: The present article introduces a special issue of the American Annals of the Deaf. Students who are d/Deaf or hard of hearing and come from homes where a language other than English or American Sign Language is used constitute 19.4%-35.0% of the U.S. d/Dhh population (Gallaudet Research Institute, 2013). The authors propose moving beyond the standardized use of the designation English Language Learners to embrace terminology encompassing these learners as diverse and rich in language: d/Dhh Multilingual Learners (DMLs). The authors present (a) a discussion of terminology, (b) an overview of available demographic data, (c) a synopsis of the special issue, (d) themes across three case study vignettes, and (e) overall recommendations to advance curriculum design and pedagogy for DMLs. Questions are posed challenging researchers and practitioners to investigate theory, research, and pedagogy that can enhance practice with DMLs and their families.
authors.forename: Joanna E
authors.initials: JE
authors.lastname: Cannon
authors.forename: Caroline
authors.initials: C
authors.lastname: Guardino
authors.forename: Erin
authors.initials: E
authors.lastname: Gallimore
mesh_terms: D002170:Canada; D002648:Child; D002657:Child Development; D003142:Communication; D018864:Cultural Diversity; D003479:Curriculum; D003638:Deafness / Q000175:diagnosis / Q000208:ethnology / Q000523:psychology*; D018479:Early Intervention, Educational / Q000379:methods; D060345:Education of Persons with Hearing Disabilities; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D008282:Mainstreaming, Education / Q000379:methods; D008297:Male; D019303:Multilingualism; D019986:Persons with Hearing Disabilities / Q000523:psychology*; D012813:Sign Language; D013663:Teaching / Q000379:methods; D009626:Terminology as Topic; D014481:United States