Argument:
In the education of of d/Deaf and hard of hearing learners internationally who are multilingual (IDMLs; learners with a home language that varies from the dominant culture spoken language [e.g., English] or sign language [e.g., American Sign Language; British Sign Language]) culturally and linguistically responsive teaching (CLRT) strategies are recommended throughout the literature (McCain & Farnsworth, 2018). Examples of CLRT strategies include: explicit instruction, decodable texts, using prediction, observing patterns in text, using sign language story videos, experiential learning, peer learning, using context clues, and activating background knowledge. Many of these strategies are already recommended for learners who are d/Deaf or hard of hearing, yet there appears to be minimal professional development on how to apply these strategies with IDMLs (Cannon & Luckner, 2016; Scott, et al., 2022). Therefore, our research team sought avenues to increase clarity regarding what CLRT strategies are, how they look in practice, and how we can better provide professional development to encourage utilization of these strategies by educators who work with IDMLs. The team developed three major goals of the project to address this need: (1) understand teachers' perspectives on cultural competence, how to meet culturally and linguistically responsive needs of IDMLs; (2) empower teachers through reflection of video examples of CLRT; and (3) examine ways to use those video examples to prepare educators how to use CLRT. To accomplish these goals we plan to collect two types of data: (1) survey and focus groups ; and (2) video examples of CLRT (data to answer Goals 2 & 3). Data from the surveys and focus groups will be used to explore goals 1-3 and the video examples will be used to explore goals 2 and 3. The survey and focus groups will include teachers and other professionals working with IDMLs. From these data sets, we will gather contact information of teachers who agree to be recorded to capture CLRT strategies. The international research team will have researchers across 4-5 countries/research sites to collect both types of data. Each research team will conduct a pilot study the first year of the project to resolve any issues before collecting further data. Preliminary data from the international pilot study will be presented during this symposium. Quantitative survey results will be reported, as well as qualitative analysis of open-ended questions and focus group responses to determine themes that may be relevant to preparing teachers of the deaf and hard of hearing to use CLRT strategies.
References
Cannon, J. E., & Luckner, J. (2016). Increasing cultural and linguistic diversity in Deaf education teacher preparation programs. American Annals of the Deaf, 161(1), 89-103.
McCain, G., & Farnsworth, M. (2018). Determining difference from disability: What culturally responsive teachers should know. Routledge.
Scott, J., Amadi, C., & Butts, T. (2022). d/Deaf and hard-of-hearing multilingual learners and literacy instruction. In J. E. Cannon, C. Guardino, & & P. V. Paul (Eds.), Deaf and hard of hearing multilingual learners: Foundations, strategies, and resources (pp. 142-174). Routledge.
