Increasing Cultural and Linguistic Diversity in Deaf Education Teacher Preparation Programs

• Published in: American annals of the deaf (Washington, D.C. 1886) Vol. 161; no. 1; pp. 89 - 103
• Main Authors: Cannon, Joanna E., Luckner, John L.
• Format: Journal Article
• Language: English
• Published: United States Gallaudet University Press 2016
• Subjects: Academic learning; American Sign Language; Bilingual Education; Bilingualism; Certification - trends; Communication; Cultural differences; Cultural Diversity; Cultural education; Cultural Pluralism; Culturally Relevant Education; Curriculum; Deaf education; Deafness; Deafness - diagnosis; Deafness - ethnology; Deafness - psychology; Education; Education of Hearing Disabled - standards; Education of Hearing Disabled - trends; Education, Professional - standards; Education, Professional - trends; Education, Special - standards; Education, Special - trends; Educational standards; Educational Strategies; English (Second Language); English as a second language; English Language Learners; Foreign Countries; Hard of Hearing; Hearing disorders; Humans; Interpersonal Relations; Language Acquisition; Language diversity; Language of Instruction; Learning; Listening; Literacy; Multiculturalism & pluralism; Multilingualism; Nutrition Policy - trends; Partial Hearing; Persons With Hearing Impairments - psychology; Professional Role; Retention; Second Language Learning; Sign language; Special Education; Special Education Teachers; Student diversity; Students; Teacher Certification; Teacher education; Teacher Education Programs; Teacher Effectiveness; Teachers; Teaching - methods; Teaching - standards; Teaching - trends; Terminology as Topic; Trends; Canada; United States; United States > US
• ISSN: 0002-726X; 1543-0375; 1543-0375
• DOI: 10.1353/aad.2016.0014

AS THE FIELD of education of the d/Deaf and hard of hearing (d/Dhh) continues to diversify, postsecondary institutions must pay close attention not only to the changing needs of d/Dhh students but to the practitioners they are preparing to serve this population. Students who are d/Dhh and come from homes where a language other than English or American Sign Language is used—d/Dhh Multilingual Learners (DMLs)—constitute 19.4%–35.0% of the d/Dhh student population (Gallaudet Research Institute, 2013). In the present article, part of a specialAmerican Annals of the Deafissue on DMLs, the authors review demographic trends, examine the theory behind teacher effectiveness and culturally responsive teaching, provide examples from research on effective components of teacher preparation programs and discuss how they align with the field’s certification standards, and recommend practices for programs and teachers to meet these standards within the field’s ever-changing landscape.