Bilingualism, language development and psychological well-being : an example of deafness
Ford, Hayley (2011) Bilingualism, language development and psychological well-being : an example of deafness. DClinPsych thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk:80/record=b2581112~S1
Chapter One: The effects of bilingualism with two spoken languages on a child’s
psychosocial development: A critical review.
This paper critically reviews the literature to explore the effects of bilingualism with two
spoken languages on a child’s psychosocial development. Researchers have primarily been
concerned with the effects of bilingualism on intelligence (e.g., Darcy, 1963, as cited in
Ricciardelli, 1992, p.301) and educational achievement (e.g., Tucker & d’Anglejan, 1971). More
recently research has focused on the psychological impact of bilingualism on a child, and how
their social, cultural, and familial relationships may be affected (e.g., Han & Huang, 2010). A
search of papers identified 12 papers for review. The findings portrayed that societal, cultural,
and familial factors are not only important with regard to language development, but are
important for psychological well-being including relationships and behaviours (e.g., Han, 2010).
Chapter Two: The experiences of bilingualism within the deaf and the hearing
world: The views of d/Deaf young people
Research into bilingualism and the learning potential offered by a second language are widely
reported, with much of this evidence relating to both languages being spoken. However,
further reviews have identified that learning a language in two different modalities, offers a
much richer learning environment for children. Therefore, it is imperative to understand the
language development of deaf children who access both a signed language and a spoken
language. For this empirical paper, 7 deaf bilingual young people were interviewed to explore
their views and experiences of bilingualism and deafness. The results were analysed using
Interpretative Phenomenological Analysis. It highlighted the experiences for deaf young people
of having a strong identity within the deaf and the hearing communities (e.g., Calderon, 2000).
Chapter Three: Communication within the d/Deaf world: Reflections on the research
and clinical process
This paper reflects on my personal and professional learning throughout this research as a
hearing person communicating with deaf people. Hearing people, with access, generally use
spoken language to communicate. However, deaf people can communicate through spoken
language, sign language, and lip-reading. Being aware of the many needs of deaf people has
helped me to reflect on my experience of communication in the context of everyday life.
|Item Type:||Thesis or Dissertation (DClinPsych)|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology
H Social Sciences > HQ The family. Marriage. Woman
|Library of Congress Subject Headings (LCSH):||Bilingualism in children, Deaf children, Child psychology|
|Official Date:||May 2011|
|Institution:||University of Warwick|
|Theses Department:||Department of Psychology|
|Supervisor(s)/Advisor:||Knight, Eve ; Kent, Sarah, Dr. ; Glenn, Sylvia|
Completed in conjunction with Coventry University. School of Health and Social Sciences.
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