Abstract
This article discusses the importance of fostering the development of a "first language" as demonstrated by each hearing-impaired student. Support for the discussion is provided by research from the field of (hearing) bilingual education. Nine factors are presented that should be considered by educators working with children who do not have a strong first-language base on which to build second-language (i.e., English) skills and by educators who wish to facilitate bilingual/bimodal proficiency.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
