Jessica Scott
I am a current faculty member in the Deaf Education department at the Georgia State University. I am interested in Deaf children as they develop language and literacy skills in both ASL and English primarily in Deaf residential or day school settings. I am especially interested in the development of academic English skills for this population, particularly for Deaf/HH students that come from homes that speak a minority language. I am also interested in changes in school systems and policies within schools for the Deaf, as well as the writing and reading comprehension skills of Deaf students. My dissertation, completed in May 2015 at Harvard Graduate School of Education, focused on the relationship between English academic language knowledge, ASL proficiency, and reading comprehension.
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The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interconnected; the insights that neuroscience provides; migrants, their education and opportunities to learn languages; language learning and teaching in North America; and new approaches to language learning.
the deaf that used Mexican Sign Language for instruction. (De)colonial tensions
were inherent in the school’s work, from its non-Mexican, Foreign-origin
school board to its child-of-deaf-adults principal’s vision. We observed the
presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of
struggle; all of these worked in tension with histories of power, race, transnational
gentrification, and Deafness. We conclude with implications for
increased trans-disciplinarity between bilingual and deaf education research.
The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interconnected; the insights that neuroscience provides; migrants, their education and opportunities to learn languages; language learning and teaching in North America; and new approaches to language learning.
the deaf that used Mexican Sign Language for instruction. (De)colonial tensions
were inherent in the school’s work, from its non-Mexican, Foreign-origin
school board to its child-of-deaf-adults principal’s vision. We observed the
presence of a colonial legacy, decolonial aspirations, and (de)colonial sites of
struggle; all of these worked in tension with histories of power, race, transnational
gentrification, and Deafness. We conclude with implications for
increased trans-disciplinarity between bilingual and deaf education research.