P.E. Spencer's scientific contributions
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Publications (9)
The Oxford Handbook of Deaf Studies, Language, and Education, Volume 2, is an updated edition of the landmark original volume. A range of international experts present a comprehensive overview of the field of deaf studies, language, and education. This area has grown dramatically over the past forty years. From work on the linguistics of sign langu...
For both adults and children who have significant hearing losses, hearing aids have long provided some support for hearing language and environmental sounds. However, they often are insufficient to allow persons with the most severe hearing losses access to spoken language. More recently, cochlear implants (CIs) have been developed to assist indivi...
Three major paradigm shifts or advances in knowledge have occurred in education and services for deaf and hard-of-hearing persons over the 20th and early 21st centuries: (1) sign languages have been recognized as complete and viable natural languages, leading to more appreciation for use in educational settings, as well as among deaf people; (2) te...
This chapter considers the promise of research in areas relevant to deaf children and adults-and a variety of promises that too often have been broken. Its twin goals are (1) an attempt to gauge current relations among research, theory, and educational practice and (2) to make explicit some of what we know, what we don't know, and what we only thin...
Significant new findings about social, psychological, linguistic, and pragmatic aspects of deafness have in some cases confirmed long-held assumptions and beliefs about deaf and hard-of-hearing persons-their communities, languages, patterns of learning, and achievements. In other cases, research has failed to support preexisting beliefs, and many i...
This chapter begins with a discussion of historical reports of sign language. It then discusses sign language in the education of deaf children, attempts to join the "oral" and "manual" approaches to education into what was originally referred to as "the combined system", progress in linguistic studies of sign language development, and the contempo...
This chapter addresses characteristics of input that are especially facilitative of the development of a signed visual-gestural language. It begins by considering some key beneficial characteristics of language addressed to young children learning a spoken language, and then explores similarities and differences between these characteristics and th...
Humans' first languages may have been expressed through sign. Today, sign languages have been found around the world, including communities that do not have access to education or literacy. In addition to serving as a primary medium of communication for deaf communities, they have become among the most popular choices for second language study by h...
This chapter argues for a reconsideration of the history, progress, and future directions of research on spoken language development of deaf children. Such a discussion will help to provide a more a complete understanding of deaf education, the Deaf community, and the development of deaf children in today's context. It discusses language developmen...
Citations
... Early detection and hearing rehabilitation with hearing aids (HAs) and/or cochlear implants (CIs), family-centered early intervention, preschool treatment groups, and extra guidance at school have brought great enhancement for the development of children with hearing loss (HL) (Marschark & Spencer, 2011;Moeller et al., 2015;Yoshinaga-Itano, 2004). However, it remains unclear whether children with HL are nowadays able to reach their full potential in education, or that they are still at risk due to their HL Illg et al., 2017;Nagle et al., 2016;Rydberg et al., 2009;Winn, 2007). ...
... On the other hand, the deaf community has recognized the necessity for the teaching of the English language to the deaf and hard of hearing students as an international language in order for this special group of learners to belong to a larger society (Zysk & Kontra, 2016). Language institutions and sign language linguists put emphasis on the need for the empowerment of deaf and hard of hearing students throughout every social interaction and communication both as students and later on, as adults (Marschark & Spencer, 2016). Up to recent years, English had not been taught in Greek Special Primary Schools for deaf and hard of hearing students(henceforth d/hh) since there were not competent English teachers as users of sign language. ...
... The context of this study is Denmark, a country that, guided by research showing the significance of supporting sign language for positive educational outcomes (Schick et al., 2006;Svartholm, 2010), institutionalized the bilingual-bicultural approach to deaf education in the 1970s and 1980s. In the bilingual-bicultural approach, sign language was the primary mode of educational instruction, with spoken language learnt as a second language, and children were immersed in the deaf culture (Swanwick et al., 2014). ...
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... The Ministry of National Education (MONE) Special Education Services Regulation, which was published in 2018, defined the individual with hearing loss as "individual who needs special education and support services due to partial or complete loss of hearing sensitivity" (T.R. Official Gazette, 2018). Early diagnosis of hearing-impaired children and their immediate use of hearing-assisted technologies are very important for the development of language and communication skills (Marschark & Spencer, 2006). It should be paid attention to the diagnosis of the child in the first three months and starting to use the appropriate assistive technology (Akın et al., 2009) and starting education as soon as possible in the 0-4 age range, which is the critical period (Turan, 2000;Tüfekçioğlu, 2007). ...
... Recent advances in technology and medicine, such as Cochlear Implants (CIs), help these groups of people to use and enjoy technology more than before [2], but CI technology has some disadvantages. It is costly and not practical for all DHH persons [3]. In addition, it requires invasive surgery, and the surgery's success rate depends on the person's age [3]. ...
... Implications for early childhood deaf education are also discussed. KEYWORDS deaf, gaze behavior, teacher-student interaction, attention, socialization, modality capital Introduction Deaf caregivers who sign fluently actively use visual and tactile strategies to draw in, support, and promote their deaf infant's visual attention skills (e.g., Spencer et al., 1992;Swisher, 1992;Waxman and Spencer, 1997;Spencer and Harris, 2006;Pizer et al., 2011). These behaviors include physical contact and waving, adjusting interlocutor proxemics to ensure gaze connection, signing bigger and with repetition, and prototurntaking actions. ...
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... Unfortunately, the "history of deaf students' poor academic achievement indicates a problem in the definition of appropriate academic and linguistic classroom environments for these students" (La Bue, 1995, p. 166; also see Swanson, 2007;Bowe, 2003). The quality of deaf education has exhibited low standards (Hoffmeister, 1996;Janesick & Moores, 1992;Lane, 1999;Lou, 1988) and currently, the academic performance of deaf children continues to lag behind hearing peers in language, cognition, and learning (Marschark & Spencer, 2010;Traxler, 2000;Marschark, Convertino, & Larock, 2006;English & Church, 1999 25% of deaf and hard of hearing students each year are at risk of being identified as low functioning deaf as adults because they read at less than second-grade level…and 30% were eligible for colleges. But 70% of those who enrolled in two and four year colleges dropped out without receiving a degree. ...
... Deaf children and children with delayed spoken language abilities are at risk of being excluded from interactions (Odom et al., 2002;Preisler et al., 2002). For deaf children, communication in sign language offers the possibility to take part in verbal interactions (Marschark et al., 2006). Moreover, for hearing children with and without language development delays, studies reported that signs or gestures can increase communicative abilities (Bonvillian et al., 1981;DiCarlo et al., 2001). ...
