Sign Bilingualism: Language development, interaction, and maintenance in sign language contact situations

Sign Bilingualism......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Table of contents......Page 6
Contributors......Page 8
Foreword......Page 12
Acknowledgements......Page 16
1. Introduction......Page 18
2.2 Subjects......Page 21
2.3 Analyses......Page 22
2.4 Coding......Page 23
3.1 Dutch, NGT, or code-blending?......Page 26
3.2 How are signs and words combined?......Page 30
3.2.1 Deaf children at age 3;0.......Page 31
3.2.2 Hearing children at age 3;0.......Page 32
3.2.3 Mark and Jonas at 3;0 and 6;0.......Page 33
3.3 The status of the code-blended utterances......Page 34
3.4 Word or sign classes in code-blending......Page 35
4. Discussion......Page 38
References......Page 40
Appendix......Page 43
1 Introduction......Page 46
2 Reading and writing: The role of sign language proficiency in deaf children......Page 47
2.2 Double-discontinuity hypothesis......Page 48
2.3 Hypothesis of a positive relationship......Page 49
3.1 Experimental studies......Page 51
4 The relationship between French Sign Language proficiency and written French proficiency......Page 52
4.1 Participants......Page 54
4.2 Method......Page 55
4.2.3 Morphosyntactic comprehension tasks......Page 56
4.2.5 Oral tasks......Page 57
4.3 Predictions......Page 58
4.4.3 Relationship in comprehension vs in production......Page 59
4.4.4 Role of demographic factors, cognitive skills and French oral skills......Page 60
5 Discussion and conclusions......Page 62
References......Page 64
1. Introduction......Page 68
2. The relationship between L1 sign language and L2 literacy......Page 70
3.1 Participants......Page 71
3.2.1 Assessment Instruments for LSQ Skills......Page 72
3.2.2 Assessment of Reading Comprehension in French......Page 78
3.3 Test sessions......Page 80
4.1 Results from the LSQ test......Page 82
4.3 Relationship between the use of space in LSQ and French reading comprehension......Page 83
5. Conclusion......Page 85
References......Page 86
1. Introduction......Page 90
2.1 Deaf learners' L1 signed language and L2 written language......Page 92
2.2.1 The assumption of a separate development......Page 94
2.3 Bilinguals' pooling of resources: Current assumptions in bilingualism research......Page 95
3.1 Participants......Page 98
3.2 Method......Page 99
3.3.1 Word order......Page 100
3.3.2 Inflectional morphology......Page 103
3.3.3 Word order and morphological case......Page 104
3.4 Acquisition of German: Major developmental milestones......Page 105
4. Results......Page 107
4.1 Simon......Page 108
4.2 Christa......Page 110
4.3 Muhammed......Page 113
4.4 Fuad......Page 116
4.5 Maria......Page 119
4.6 Hamida......Page 122
4.7 Luise......Page 124
5. Discussion......Page 126
5.1 Elementary structural domains: Variation at the VP level......Page 127
5.2 Pooling of resources: Variation in the transition from VP to IP grammars......Page 131
5.3 V2, CP and the restructuring of IP......Page 140
6. Conclusion: Why variation matters......Page 143
Acknowledgements......Page 146
References......Page 147
1. Introduction......Page 154
2. Conceptual framework......Page 155
3. Methodological principles......Page 158
4. The children......Page 162
5.1 Tale reading and listening activity: accessing books and written language......Page 163
5.2 Word search on objects......Page 170
5.3 Writing in context: making shopping lists and going to the market......Page 174
6. Concluding remarks......Page 176
References......Page 178
1. Introduction: Signed language as a language planning target......Page 182
2.1 Signed language and the deaf community in Spain......Page 185
2.2 Signed language interpreters and language planning......Page 186
3.1.1 Interpreting services......Page 188
3.1.2 Legislation and the qualification of interpreters......Page 189
3.1.3 Models of the interpreting profession......Page 191
3.2 The provision and use of interpretation......Page 192
3.3 Interpreters and the standard form......Page 197
3.4 Interpreted education......Page 198
4. Interpreters in the language planning process......Page 201
5. Conclusions: A new direction......Page 207
References......Page 208
1. Introduction......Page 212
2. Sign Language in Austrian deaf education: The societal, political and educational context......Page 213
2.1 The Austrian Deaf community......Page 214
2.3 Exclusion of sign language......Page 216
2.5 Deaf education reflected in research findings......Page 218
3.1 General description......Page 220
3.3 Research in the class: Data and methodology......Page 221
4.1 Language domains......Page 223
4.2 Language attitudes and skills......Page 225
4.3 Communicative barriers......Page 226
4.4 Individuals in a community: Identities......Page 228
4.5 Metacompetences......Page 230
4.7 Use of ÖGS during text planning processes......Page 231
5. Discussion......Page 232
References......Page 236
1. Introduction......Page 240
2. Theoretical framework......Page 242
3. Sign bilingualism in the context of oral bilingualism and Spanish bilingualism......Page 243
4. Sign bilingualism and language planning......Page 247
5. Data collection......Page 249
6.1.1 Standard or adapted curriculum......Page 254
6.1.2 Teachers involved in the education of deaf pupils:......Page 255
6.1.3 Sign language on the curriculum......Page 256
6.1.5 Teaching the oral languages included in the curriculum......Page 257
6.1.6 Supportive communicative systems for the teaching of the oral language......Page 258
6.1.7 Attitudes of the teaching staff to the bilingual method......Page 259
6.2.1 Consell de Cent Secondary School (Barcelona)......Page 260
6.2.2 The Ponce de Léon School (Madrid)......Page 262
7.1 Curriculum organisation......Page 263
7.2 The situation of research into the bilingual model adopted, teacher training and the design and development of specific educational materials......Page 265
7.3 Sign language, contact codes and supportive means of communication......Page 268
8. The political debate surrounding deaf people’s right to bilingualism......Page 270
9. The voices of the experts.......Page 274
10. Rethinking the sign language / oral language(s) bilingual model......Page 277
11. Conclusions......Page 283
References......Page 285
Appendix of the examples in Spanish......Page 290
1. Introduction......Page 294
2. Deaf education in Argentina......Page 297
3. The role of the deaf community......Page 298
4. The study......Page 299
4.1.1 The 1895 and 1956 laws......Page 300
4.1.2 The 1990 teacher interviews and the emergence of BBD......Page 301
4.1.3 The BBD and alternative discursive perspectives......Page 303
4.2 Results of current studies: Bilingual-bicultural discourse has lost the battle......Page 305
5. The working of ideology......Page 309
References......Page 311
1. Introduction......Page 314
2. A Brief history of Chinese sign language......Page 315
2.1 Early records of CSL......Page 316
2.2 CSL standardization......Page 317
2.3 Research on CSL grammar and lexicon......Page 318
3. Spoken/written Chinese and deaf learners......Page 319
3.1 Modern Chinese......Page 320
3.2 Deaf students’ reading and writing......Page 321
4. Teaching languages in schools for the deaf in China......Page 322
4.2 The second period (1930–1955)......Page 323
4.4 The fourth period (1986–1995)......Page 324
5. Study data and informants......Page 325
6.1 First language......Page 326
6.2 Different paths to bilingualism......Page 329
7.1 Language contact between CSL and spoken Chinese......Page 330
7.2 Language contact between CSL and written Chinese......Page 331
7.3 Language contact between CSL and signed Chinese......Page 332
8. Bilingual experimental programs in schools for the deaf......Page 333
8.2 First bilingual pilot class......Page 334
8.3 Cooperation among NGOs, schools, and others......Page 335
8.4 Deaf teachers......Page 336
8.5 CSL/Chinese bilingual instruction......Page 337
8.6 Language contact in the instructional setting......Page 339
8.7 The case of a private bilingual school in a rural area......Page 341
9. Conclusions......Page 342
References......Page 344
1. Introduction......Page 350
1.1 Toward an integrated view of bilingualism......Page 351
1.2 Sign bilingualism......Page 353
2.1 Deaf communities......Page 355
2.2 Language planning......Page 357
2.3 Bilingual education of deaf students......Page 360
2.3.1 Continuum of bilingual education modes......Page 361
2.4 Bilingual education revisited: Problems and perspectives......Page 367
3. Bilingual users: continua of cross-modal language contact......Page 372
3.1 Cross-modal language contact phenomena......Page 373
3.2 Bilingual learners: The dynamics of sign bilingualism in language development......Page 375
3.3 Language separation and interaction in sign bilingual development......Page 377
3.4 Signed / spoken language mixing in mother-child interactions......Page 379
3.5 The written language as L2......Page 380
3.6 Bilingual literacy: Inter-dependence of linguistic skills......Page 382
3.6.1 The Inter-dependence Hypothesis and the claim for bilingual education......Page 383
3.6.2 Correlations of signed language and written language skills......Page 385
4. Outlook: Toward an integrated view of sign bilingualism......Page 387
References......Page 389
Index......Page 398
The series Studies in Bilingualism......Page 408