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 Education, 26(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 Bilingualism, 17(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 Development, 40(10), 892-906.
Guiberson, M., & Crowe, K. (2018). Interventions for multilingual children with hearing loss: A scoping review. Topics in Language Disorders, 38(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 Multilingualism, 14(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 Pathology, 26(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 Review, 7(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 Journal, 24(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 International, 23(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 Education, 18(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 Development, 64, 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 Education, 24(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 A, 53(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 Education, 23(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 Disorders, 36(S1), 206-209.
Leybaert, J. (2000). Phonology acquired through the eyes and spelling in deaf children. Journal of experimental child psychology, 75(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 amplification, 14(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 Research, 62(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 Audiologia, 29(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