Constructing difference and disability among deaf children

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ID: 322115
2026
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Abstract
Abstract This chapter examines how cultural constructions of difference shape language socialization among deaf children, arguing that interpretations of deafness actively structure communicative practices, ideologies, and developmental trajectories. It contrasts medicalized approaches in Mexico City, where caregivers rely on external experts and interventions, with practices in San Juan Quiahije, where families integrate deaf children through multimodal communication, embodied interaction. The chapter critiques foundational assumptions of language socialization theory, including universal access to language and linear novice-to-expert progression, demonstrating how sensory asymmetries disrupt communicative competence and reposition caregivers as novices. It further shows that medicalization isolates children and prioritizes oralist repetition over meaningful interaction, whereas community-based practices emphasize shared intelligibility, adaptive signing, and ethical orientations that foster mutual understanding and participation. Finally, the chapter advances a framework foregrounding ideology, multimodality, and moral responsibility in language socialization, highlighting non-linear development and diverse communicative pathways.
Reference Key
openalex_W7170059356 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Anne E. Pfister, Lynn Hou
Journal Oxford University Press eBooks
Year 2026
DOI
10.1093/oxfordhb/9780198873174.013.0020
URL
https://doi.org/10.1093/oxfordhb/9780198873174.013.0020
Keywords Keywords not found

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