Mahon, M; (2007) Early communication: language learning with deaf children with EAL in the early years. British Association of the Teachers of the Deaf Magazine , Nov pp. 8-9.

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Abstract

Teachers of the deaf will be familiar with the complexities of working with nursery-aged deaf children from hearing families where English is an additional language (EAL). These children present an exceptional challenge: not only does each one have a unique way of learning language due to the combination of their hearing loss and the benefit derived from their hearing aids (like all deaf children), but each one also comes to school with individual communicative skills depending on their language environment at home. It is often difficult to assess their skills and even to know what their first language may be. Important questions underpin the teachers’ work: are they developing the child’s first language? Are they facilitating the learning of English as an additional language? Are they doing both? Findings from a recent longitudinal study of interaction between teachers and deaf children in one nursery class have contributed some answers to these questions, and importantly, have shed light on the way these challenges are being met in the classroom.

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