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Deaf children, home language environments, and reciprocal–contingent family interactions.

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Title: Deaf children, home language environments, and reciprocal–contingent family interactions.
Authors: Ocuto, Oscar L1 oscar.ocuto@gallaudet.edu
Source: Journal of Deaf Studies & Deaf Education. Jul2024, Vol. 29 Issue 3, p322-334. 13p.
Subject Terms: *Intellect, *Psychological resilience, *Qualitative research, *Focus groups, *Home environment, *Families, *Family relations, *Experience, *Communication, *Child development, *Research methodology, *Mother-child relationship, *Literacy, *Language acquisition, *Sign language, *Children, Deafness & psychology, Cross-sectional method, Interviewing, Field notes (Science), Judgment sampling, Phenomenology, Social classes
Geographic Terms: Southwestern United States
Abstract: Engaged communication between mother and a child in their early developmental stages is one of the predictors of children's development of higher-order thinking skills. For deaf children, this engaged communication between mother and child hinges on the home language environment (HLE) being fully accessible to the child. This research uses agogical phenomenology in exploring the lived experiences of participants' HLE where sign language is used, with particular focus on the opportunities for extended discourse. Data were collected via semistructured interviews with the deaf children and their parents and observations in the HLEs of five signing families with at least one deaf child in the southwestern United States. The aim of this study was to document and provide insights into how language use in deaf children's HLE can impact their knowledge development; these insights uncovered the essence of reciprocal and contingent family interactions as a central aspect of the deaf child's HLE. It is hoped that the qualitative phenomenological findings will frame subsequent quantitative investigations of the variability in language access to home language components. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Deaf children, home language environments, and reciprocal–contingent family interactions.
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  Data: <searchLink fieldCode="AR" term="%22Ocuto%2C+Oscar+L%22">Ocuto, Oscar L</searchLink><relatesTo>1</relatesTo><i> oscar.ocuto@gallaudet.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Deaf+Studies+%26+Deaf+Education%22">Journal of Deaf Studies & Deaf Education</searchLink>. Jul2024, Vol. 29 Issue 3, p322-334. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Intellect%22">Intellect</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Home+environment%22">Home environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Families%22">Families</searchLink><br />*<searchLink fieldCode="DE" term="%22Family+relations%22">Family relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Mother-child+relationship%22">Mother-child relationship</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Sign+language%22">Sign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness+%26+psychology%22">Deafness & psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Field+notes+%28Science%29%22">Field notes (Science)</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+classes%22">Social classes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Southwestern+United+States%22">Southwestern United States</searchLink>
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  Data: Engaged communication between mother and a child in their early developmental stages is one of the predictors of children's development of higher-order thinking skills. For deaf children, this engaged communication between mother and child hinges on the home language environment (HLE) being fully accessible to the child. This research uses agogical phenomenology in exploring the lived experiences of participants' HLE where sign language is used, with particular focus on the opportunities for extended discourse. Data were collected via semistructured interviews with the deaf children and their parents and observations in the HLEs of five signing families with at least one deaf child in the southwestern United States. The aim of this study was to document and provide insights into how language use in deaf children's HLE can impact their knowledge development; these insights uncovered the essence of reciprocal and contingent family interactions as a central aspect of the deaf child's HLE. It is hoped that the qualitative phenomenological findings will frame subsequent quantitative investigations of the variability in language access to home language components. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178184645
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1093/deafed/enad063
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 322
    Subjects:
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Psychological resilience
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Home environment
        Type: general
      – SubjectFull: Families
        Type: general
      – SubjectFull: Family relations
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Communication
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Mother-child relationship
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Sign language
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Deafness & psychology
        Type: general
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Field notes (Science)
        Type: general
      – SubjectFull: Judgment sampling
        Type: general
      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Social classes
        Type: general
      – SubjectFull: Southwestern United States
        Type: general
    Titles:
      – TitleFull: Deaf children, home language environments, and reciprocal–contingent family interactions.
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            – D: 01
              M: 07
              Text: Jul2024
              Type: published
              Y: 2024
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