Deaf and Hearing American Sign Language--English Bilinguals: Typical Bilingual Language Development

Autor/inn/en	Goodwin, Corina; Lillo-Martin, Diane
Titel	Deaf and Hearing American Sign Language--English Bilinguals: Typical Bilingual Language Development
Quelle	In: Journal of Deaf Studies and Deaf Education, 28 (2023) 4, S.350-362 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodwin, Corina) ORCID (Lillo-Martin, Diane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enad026
Schlagwörter	Deafness; Hearing Impairments; American Sign Language; Bilingual Students; Language Acquisition; Bilingualism; Children; Scores; Assistive Technology + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sprachaneignung; Spracherwerb; Bilingualismus; Child; Kind; Kinder
Abstract	Some studies have concluded that sign language hinders spoken language development for deaf and hard-of-hearing (DHH) children even though sign language exposure could protect DHH children from experiencing language deprivation. Furthermore, this research has rarely considered the bilingualism of children learning a signed and a spoken language. Here we compare spoken English development in 2-6-year-old deaf and hearing American Sign Language--English bilingual children to each other and to monolingual English speakers in a comparison database. Age predicted bilinguals' language scores on all measures, whereas hearing status was only significant for one measure. Both bilingual groups tended to score below monolinguals. Deaf bilinguals' scores differed more from monolinguals, potentially because of later age of and less total exposure to English, and/or to hearing through a cochlear implant. Overall, these results are consistent with typical early bilingual language development. Research and practice must treat signing-speaking children as bilinguals and consider the bilingual language development literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01