Title: 'Language Choices: Exploring Diverse Pedagogies of Language in Education'
Track: 3-Early Intervention and Beyond
Keyword(s): Pedagogies of Language, Deaf Education, Knowledge Construction
Learning Objectives: -Educating parents on identifying the ways that language plays a role in deaf education during intervention -Locating strategic ways to ensure that language-placement is effective for the deaf child through intervention -Recognizing various ways that social constructions of language plays a role in the knowledge construction of the deaf child


As soon as the deaf child is born, language choices for early intervention immediately become very important yet complex. This presentation outlines different language intervention choices and reveal the different ways that schools play powerful and exacting roles in the creation and maintenance of language for deaf children. Some of the data will be drawn from the presenter's research on various schools; both aural/oral-based and sign-based schools. Schools provide deaf children with a unique opportunity to obtain a valuable education; however, the challenges in defining appropriate academic, linguistic, and cultural pedagogy for deaf children in deaf schools are contested by divergent ideologies of spoken English and sign language – something that has continued for more than 250 years. For effective intervention and placement of langauge for the deaf child, there is a need for parents and stakeholders to be educated on larger issues of deafness within different types of deaf education to uncover emergent ideologies, identity formations, language, culture, and everyday social constructions. Identifying positive choices for the deaf child involve larger critical justice issues related to deafness through critical, yet collaborative inquiry that have important implications influencing the types of knowledge and identities produced for the deaf child. The presenter also will share his personal experiences as a deaf child growing up oral at Central Institute for the Deaf (10 years) and then later learning sign language. Both langauges have served to benefit the presentor in multiple ways. The presenter will share his insight on why being aware of language choices during early intervention is critical for the development of deaf children.
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Thomas Horejes - Gallaudet University
     Credentials: Ph.D.
      Professor Horejes holds a Ph.D. in Justice Studies at Arizona State University. His forthcoming book titled