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Faculty of Arts and Humanities / Faculty of Human SciencesImmigrant Deaf and Hard-of-Hearing Students as Additional Language Learners (IDeALL)

Publications

Briefing Note: Immigrant Deaf Multilingual Learners in EU Schools (2024)

Briefing Note: IDML in EU Schools (Prepared by Chloë Ruth Marshall and the IDeALL-Team)
(PDF)

Publications within the IDeALL network:

  • Bedoin, D. (2024). Exploring identity building, language transmission and educational strategies for immigrant d/Deaf multilingual learners. Journal of Multilingual and Multicultural Development, 1–14. https://doi.org/10.1080/01434632.2024.2390570
  • Begon, S. (2024). Language education of immigrant d/Deaf and hard-of-hearing multilingual learners – an interview study. Journal of Multilingual and Multicultural Development, 46(2), 1–16. https://doi.org/10.1080/01434632.2024.2380818
  • Begon, S. (2023). Sprachliche Bildung im Kontext von Neuzuwanderung und Hörbehinderung – Ergebnisse einer Interviewstudie. Das Zeichen, 121, 67-90.
  • Begon, S., Beyer, M., Marx, N., & Wessel, J. (2023). Sprachliche Entwicklung und sprachliche Bildung neu zugewanderter gehörloser und schwerhöriger Schüler*innen – Forschungs- und Lehrprojekte an der Universität zu Köln. Das Zeichen, 37 (120), 51-56. https://www.das-zeichen.online/
  • Cannon, J. & Marx, N. (2024). Scoping review of methodologies across language studies with DHH multilingual learners. International Review of Applied Linguistics in Language Teaching (IRAL), 62(2), 1009–1037. https://doi.org/10.1515/iral-2022-0206. (IF: 1.971)
  • Holmström, I. (2024). Language learning challenges for adult deaf migrants in Sweden: experiences from a four-year project. Journal of Multilingual and Multicultural Development, 46(2), 1–14. https://doi.org/10.1080/01434632.2024.2391064
  • Marx, N., Adams Lyngbäck, L., Crowe, K., & Holmström, I. (Eds.). (forthcoming, 2025). Immigrant Deaf and Hard-of-Hearing Additional Language Learners: Special Issue, Journal of Multilingual and Multicultural Development, 46(2).
  • Marx, N., & Mann, W. (2024). Assessing vocabulary knowledge in written and signed languages of immigrant DHH learners – examining convergent validity. Journal of Multilingual and Multicultural Development, 46(2). https://doi.org/10.1080/01434632.2024.2391066
  • Marx, N., & Urbann, K. (2022). Inklusive Lerngruppen im DaZ- und DaF-Unterricht – am Beispiel neu zugewanderter tauber und schwerhöriger Schülerinnen und Schüler. Informationen Deutsch als Fremdsprache, 49(1), 63–78. https://doi.org/10.1515/infodaf-2022-0004
  • Swanwick, R., Asomaning, D., Casellato, E., Czeke, N., & Fobi, D. (2024). Multilingual and multimodal methods to examining the situated communication among deaf children and their caregivers. Journal of Multilingual and Multicultural Development, 46(2), 1–18. https://doi.org/10.1080/01434632.2024.2389178