Spoken language multilingualism in deaf children: Parental decision-making

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Deafness & Education International Pub Date : 2022-11-11 DOI:10.1080/14643154.2022.2143608

E. Wright, V. Stojanovik, L. Serratrice

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Abstract

ABSTRACT Parents of deaf children must decide whether to raise their child using spoken and/or signed language. Multilingual parents have the additional decision of whether to use multiple spoken languages (with or without a signed language as well). These communication choices – which can be both explicit and implicit – can change over time and are known as a Family Language Policy (FLP). This study provides a reflexive thematic analysis of semi-structured interviews with multilingual parents of deaf children who chose spoken language multilingualism (SLM), and with multilingual parents of hearing children who also chose to raise their children with more than one language. We identified four key themes which influenced the decisions parents made on SLM: (1) additional benefits for the child; (2) knowledge and professional advice; (3) family and social influences; and (4) family dynamics and negotiation. The results highlight the complexity of the decisions behind FLPs for multilingual parents of deaf children and the strong influence that factors within and outside the family can have.

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聋儿口语多语:父母决策

聋哑儿童的父母必须决定是否使用口语和/或手语抚养他们的孩子。多语父母有额外的决定是否使用多种口语(带或不带手语)。这些交流选择——可以是显性的，也可以是隐性的——会随着时间的推移而改变，被称为家庭语言政策(FLP)。本研究对选择口语多语教育(SLM)的聋儿多语父母和选择使用多种语言抚养孩子的听力儿童多语父母进行了半结构化访谈，并对访谈内容进行了反身性专题分析。我们确定了影响家长对SLM做出决定的四个关键主题:(1)对孩子的额外好处;(二)知识和专业意见;(3)家庭和社会影响;(4)家庭动态与协商。研究结果强调了多语种聋儿父母的flp决策背后的复杂性，以及家庭内外因素可能产生的强烈影响。

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来源期刊

Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

7.10%

发文量

期刊介绍： Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.