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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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|
|Institution:||University of Warwick|
|Theses Department:||Department of Psychology|
|Supervisor(s)/Advisor:||Knight, Eve ; Kent, Sarah, Dr. ; Glenn, Sylvia|
|Description:||Completed in conjunction with Coventry University. School of Health and Social Sciences.|
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