Sign Bilingualism

Language development, interaction, and maintenance in sign language contact situations

Editors
| J.W. Goethe-Universität Frankfurt am Main
| University of A Coruna
HardboundAvailable
ISBN 9789027241498 | EUR 105.00 | USD 158.00
 
e-Book
ISBN 9789027290427 | EUR 105.00 | USD 158.00
 
This volume provides a unique cross-disciplinary perspective on the external ecological and internal psycholinguistic factors that determine sign bilingualism, its development and maintenance at the individual and societal levels. Multiple aspects concerning the dynamics of contact situations involving a signed and a spoken or a written language are covered in detail, i.e. the development of the languages in bilingual deaf children, cross-modal contact phenomena in the productions of child and adult signers, sign bilingual education concepts and practices in diverse social contexts, deaf educational discourse, sign language planning and interpretation. This state-of-the-art collection is enhanced by a final chapter providing a critical appraisal of the major issues emerging from the individual studies in the light of current assumptions in the broader field of contact linguistics. Given the interdependence of research, policy and practice, the insights gathered in the studies presented are not only of scientific interest, but also bear important implications concerning the perception, understanding and promotion of bilingualism in deaf individuals whose language acquisition and use have been ignored for a long time at the socio-political and scientific levels.
[Studies in Bilingualism, 38]  2008.  xvi, 389 pp.
Publishing status: Available
Table of Contents
Contributors
vii–ix
Foreword
Carol A. Padden
xi–xiv
Acknowledgements
xv–xvi
Code-mixing in signs and words in input to and output from children
Anne E. Baker and Beppie van den Bogaerde
1–27
Does the knowledge of a natural sign language facilitate Deaf children's learning to read and write? Insights from French Sign Language and written French data
Nathalie Niederberger
29–50
Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French
Colette Dubuisson, Anne-Marie Parisot and Astrid Vercaingne-Ménard
51–71
Why variation matters: On language contact in the development of L2 written German
Carolina Plaza-Pust
73–135
Deaf and hearing children: Reading together in preschool
Barbara Ardito, Maria Cristina Caselli, Angela Vecchietti and Virginia Volterra
137–164
Can signed language be planned? Implications for interpretation in Spain
Victòria Gras
165–193
Language use and awareness of deaf and hearing children in a bilingual setting
Verena Krausneker
195–221
Sign bilingualism in Spanish deaf education
Esperanza Morales-López
223–276
Ideologic signs in Deaf education discourse
María Ignacia Massone
277–295
Sign language and oral/written language in Deaf education in China
Jun Hui Yang
297–331
Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations
Carolina Plaza-Pust and Esperanza Morales-López
333–379
Index
381–389
“This book offers a wealth of insights into the linguistic development of sign bilinguals, the schooling models, practices and language policies they are faced with and the social, political and ideological determinants where those are implemented. It constitutes a major contribution not only to the study of bimodal bilingualism, but also of bilingualism in a broad sense. The international expertise brought together from all fields involved makes it an invaluable resource both for research and practice.”
“This volume constitutes an important contribution to a substantial and a growing body of literature.”
“This book presents novel empirical insights into bimodal bilingualism from various angles: language development, language education, language use and language attitudes. Not only does it contribute to a better understanding of the complexity of language and cognition from a theoretical perspective. It also offers an invaluable tool for educators and other professionals involved in the design and implementation of language planning and a bilingual curriculum within Deaf Education. Ultimately, it is an indispensable resource for policy makers, ensuring in turn that deaf children are given a chance to grow up in a bilingual and bimodal environment - a prerequisite for building deaf individuals' human capital.”
“One of the most important developments in the fields of sign language research and education of deaf children in recent years has been the move towards recognition of the deaf community as an essentially bilingual community, and the role and importance of bilingualism in developing children's sign language and spoken/written language. Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations represents the state of the art on this topic, representing multiple theoretical and applied perspectives. It will be essential reading for a wide range of researchers and professionals in the Deaf studies field.”
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Berent, Gerald P.
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Higgins, Michael & Amy M. Lieberman
2016. Deaf Students as a Linguistic and Cultural Minority: Shifting Perspectives and Implications for Teaching and Learning. Journal of Education 196:1  pp. 9 ff. Crossref logo
Loo, Alfred, CW Chung & Alan Lam
2016. Speech analysis and visual image. Gifted Education International 32:2  pp. 100 ff. Crossref logo
Menéndez, Bruno
2010. Cross-modal bilingualism: language contact as evidence of linguistic transfer in sign bilingual education. International Journal of Bilingual Education and Bilingualism 13:2  pp. 201 ff. Crossref logo
Quinto-Pozos, David, Anjali J. Forber-Pratt & Jenny L. Singleton
2011. Do Developmental Communication Disorders Exist in the Signed Modality? Perspectives From Professionals. Language, Speech, and Hearing Services in Schools 42:4  pp. 423 ff. Crossref logo
Roberts, Sophie, Barry Wright, Kate Moore, Josie Smith, Victoria Allgar, Alan Tennant, Caroline Doherty, Ellen Hughes, Danielle Collingridge Moore, Richard Ogden, Helen Phillips, Lilli Beese & Katherine Rogers
2015. Translation into British Sign Language and validation of the Strengths and Difficulties Questionnaire. Health Services and Delivery Research 3:2  pp. 1 ff. Crossref logo
Swanwick, Ruth
2010. Policy and practice in sign bilingual education: development, challenges and directions. International Journal of Bilingual Education and Bilingualism 13:2  pp. 147 ff. Crossref logo
Swanwick, Ruth & Marc Marschark
2010. Enhancing Education for Deaf Children: Research into Practice and Back Again. Deafness & Education International 12:4  pp. 217 ff. Crossref logo
Swanwick, Ruth A, Ruth Kitchen & Paula J Clarke
2012. Practitioner Talk on Deaf Children's Reading Comprehension: Analysing Multiple Voices. Deafness & Education International 14:2  pp. 100 ff. Crossref logo
TORIGOE, Takashi
2012. Review of Research on Inclusive Practices for Children Who Are Deaf or Hard of Hearing. The Japanese Journal of Special Education 50:1  pp. 87 ff. Crossref logo
Weisberg, Jill, Amy Lynn Hubbard & Karen Emmorey
2017. Multimodal integration of spontaneously produced representational co-speech gestures: an fMRI study. Language, Cognition and Neuroscience 32:2  pp. 158 ff. Crossref logo
Zeshan, Ulrike & Sibaji Panda
2015. Two languages at hand: Code-switching in bilingual deaf signers. Sign Language & Linguistics 18:1  pp. 90 ff. Crossref logo

This list is based on CrossRef data as of 01 may 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CFDM – Bilingualism & multilingualism
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2008023396