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Case studies of adult d/Deaf or Hard of Hearing Multilingual Learners (DMLs) are few, especially studies of DMLs who learn more than one sign language and read logographic and alphabetic scripts. To reduce this paucity, two descriptive case studies are presented. Written questionnaires, face-to-face interviews, and self-appraisals of language-use rubrics were used to explore (a) the language and literacy histories of two adult Asian DMLs who had learned multiple languages: Chinese (spoken/written), English (written), Chinese Sign Language, and American Sign Language; and (b) how each language was used in different cultural communities with diverse conversational partners. Home literacy environment, family support, visual access to languages, peer and sibling support, role models, encouragement, perseverance, and Deaf identity all played vital roles in the participants' academic success. The findings provide insights into the acquisition of multiple languages and bi-literacy through social communication and academic content.

Ten graduates and 3 ABD (all but dissertation) students in Lamar University's doctoral program in deaf studies/deaf education were surveyed about their perceptions of the benefits of earning a doctorate of education (Ed.D.) in their field. The program comprised course work on current content information on deaf education, an educational research component, a cognate area, and electives. As part of the program, researchers and scholars in areas related to deaf education were invited to campus to consult with doctoral students. Graduates found jobs at universities, community colleges, and departments of special education. Graduates ranked program components on the basis of perceived value; they rank-ordered the courses on the basis of their value to them in their current work. Graduates also commented on how the program enhanced their professional growth. (Contains 4 tables.)

The article presents part two of a biography of the East Texan deaf lifeguard Leroy Colombo. This part focuses on his later years from 1943 until his death in 1974. A brief review is given describing his early life, highlighting his deafness and his entry into a career of water sports. Colombo's life at Galveston Island is profiled in depth, describing his activities as a salt water swim racer, his involvement with the Deaf community of the region, and his work as a lifeguard.

The article presents Part I of a piece that explores the life and career of deaf lifeguard Leroy Colombo. In Part I the author addresses Colombo's childhood and young adult life and how his experiences at a deaf boarding school helped influence his decision to become a swimmer and lifeguard. Colombo's association with the island of Galveston, Texas and his experience of having bacterial meningitis, which caused his deafness, are discussed. Other topics include the Texas School for the Deaf (TSD), Colombo's swimming skills,and rescues made by Colombo on beaches in the Gulf of Mexico.