Pre-workshop readings – day 1

Crowe, K., & Guiberson, M. (2020). Professionals’ perspectives on supporting Deaf multilingual learners and their families. The Journal of Deaf Studies and Deaf Education26(1), 70-84.

Crowe, K., & McLeod, S. (2014). A systematic review of cross-linguistic and multilingual speech and language outcomes for children with hearing loss. International Journal of Bilingual Education and Bilingualism17(3), 287-309.

De Meulder, M., Kusters, A., Moriarty, E., & Murray, J. J. (2019). Describe, don’t prescribe. The practice and politics of translanguaging in the context of deaf signers. Journal of Multilingual and Multicultural Development40(10), 892-906.

Guiberson, M., & Crowe, K. (2018). Interventions for multilingual children with hearing loss: A scoping review. Topics in Language Disorders38(3), 225-241.

Kusters, A., Spotti, M., Swanwick, R., & Tapio, E. (2017). Beyond languages, beyond modalities: Transforming the study of semiotic repertoires. International Journal of Multilingualism14(3), 219-232.

McLeod, S., Verdon, S., Baker, E., Ball, M. J., Ballard, E., David, A. B., & Zharkova, N. (2017). Tutorial: Speech assessment for multilingual children who do not speak the same language (s) as the speech-language pathologist. American Journal of Speech-Language Pathology26(3), 691-708.

Swanwick, R., Wright, S., & Salter, J. (2016). Investigating deaf children’s plural and diverse use of sign and spoken languages in a super diverse context. Applied Linguistics Review7(2), 117-147.

Optional readings:

Clark, M. D., Cue, K. R., Delgado, N. J., Greene-Woods, A. N., & Wolsey, J. L. A. (2020). Early intervention protocols: Proposing a default bimodal bilingual approach for deaf children. Maternal and Child Health Journal24(11), 1339-1344.

Kusters, A., De Meulder, M., & Napier, J. (2021). Family language policy on holiday: four multilingual signing and speaking families travelling together. Journal of Multilingual and Multicultural Development, 1-18.

Pre-workshop readings – day 2

Readings for the keynote session 1: Working with parents of deaf children in multilingual contexts: the role of deaf language specialists

Hall, W. C. (2017). What You Don’t Know Can Hurt You: The Risk of Language Deprivation by Impairing Sign Language Development in Deaf Children. Maternal and Child Health Journal

Quinto-Pozos, D. (2014). Considering Communication Disorders and Differences in the Signed Language Modality. In D. Quinto-Pozos (Ed.), Multilingual Aspects of Signed Language Communication and Disorder (pp. 1–42). Multilingual Matters.

Verdon, S., Blake, H. L., Hopf, S. C., Phm, B., & Mcleod, S. (2016). Cultural and linguistic diversity in speech-language pathology. International Journal of Speech-Language Pathology

Readings for the keynote session 2: Supporting families of deaf children in multilingual contexts – a clinical perspective

Quality standards: Cochlear implant Services for Children and Adults. British Cochlear Implant Group.

Cochlear implants for children and adults with severe to profound deafness. NICE – National Institute for Health and Care Excellence

optional readings:

Carol Flexer (2017). Supporting Children Who Are Deaf or Hard of Hearing to Develop Literacy Through Listening and Spoken Language

Referral criteria at YAIS

Rehabilitation strategies and approaches used at YAIS

Additional readings for the facilitated seminars

Gale, E., Berke, M., Benedict, B., Olson, S., Putz, K., & Yoshinaga-Itano, C. (2021). Deaf adults in early intervention programs. Deafness & Education International23(1), 3-24.

Leybaert, J., Aparicio, M., & Alegria, J. (2011). The Role of Cued Speech in Language Development of Deaf Children. Oxford handbook of Deaf Studies, Language, and Education

Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. The Journal of Deaf Studies and Deaf Education18(4), 429-445.

Morgan, G., Curtin, M., & Botting, N. (2021). The interplay between early social interaction, language and executive function development in deaf and hearing infants. Infant Behavior and Development64, 101591.

Optional readings

Bayard, C., Machart, L., Strauß, A., Gerber, S., Aubanel, V., & Schwartz, J. L. (2019). Cued speech enhances speech-in-noise perception. The Journal of Deaf Studies and Deaf Education24(3), 223-233.

Charlier, B. L., & Leybaert, J. (2000). The rhyming skills of deaf children educated with phonetically augmented speechreading. The Quarterly Journal of Experimental Psychology Section A53(2), 349-375.

Dirks, E., & Wauters, L. (2018). It takes two to read: interactive reading with young deaf and hard-of-hearing children. The Journal of Deaf Studies and Deaf Education23(3), 261-270.

Hoskin, J., & Herman, R. (2001). The communication, speech and gesture of a group of hearing-impaired children. International Journal of Language & Communication Disorders36(S1), 206-209.

Leybaert, J. (2000). Phonology acquired through the eyes and spelling in deaf children. Journal of experimental child psychology75(4), 291-318.

Leybaert, J., & LaSasso, C. J. (2010). Cued speech for enhancing speech perception and first language development of children with cochlear implants. Trends in amplification14(2), 96-112.

Roberts, M. Y. (2019). Parent-implemented communication treatment for infants and toddlers with hearing loss: A randomized pilot trial. Journal of Speech, Language, and Hearing Research62(1), 143-152.

Szagun, G., & Rüter, M. (2009). The influence of parents’ speech on the development of spoken language in German-speaking children with cochlear implants. Revista de Logopedia, Foniatria y Audiologia29(3), 165-173.

Cued French viewed by science by Jérôme Schultz from the ALPC France (see the English translation in the second document).

Links on Cued Speech