Sign Bilingualism
Language development, interaction, and maintenance in sign language contact situations
Editors
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
Published online on 19 September 2008
Published online on 19 September 2008
© John Benjamins Publishing Company
Table of Contents
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Contributors | pp. vii–ix
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ForewordCarol A. Padden | pp. xi–xiv
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Acknowledgements | pp. xv–xvi
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Code-mixing in signs and words in input to and output from childrenAnne E. Baker and Beppie van den Bogaerde | pp. 1–27
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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 dataNathalie Niederberger | pp. 29–50
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Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in FrenchColette Dubuisson, Anne-Marie Parisot and Astrid Vercaingne-Ménard | pp. 51–71
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Why variation matters: On language contact in the development of L2 written GermanCarolina Plaza-Pust | pp. 73–135
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Deaf and hearing children: Reading together in preschoolBarbara Ardito, Maria Cristina Caselli, Angela Vecchietti and Virginia Volterra | pp. 137–164
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Can signed language be planned? Implications for interpretation in SpainVictòria Gras | pp. 165–193
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Language use and awareness of deaf and hearing children in a bilingual settingVerena Krausneker | pp. 195–221
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Sign bilingualism in Spanish deaf educationEsperanza Morales-López | pp. 223–276
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Ideologic signs in Deaf education discourseMaría Ignacia Massone | pp. 277–295
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Sign language and oral/written language in Deaf education in ChinaJun Hui Yang | pp. 297–331
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Sign bilingualism: Language development, interaction, and maintenance in sign language contact situationsCarolina Plaza-Pust and Esperanza Morales-López | pp. 333–379
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Index | pp. 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.”
Prof. Dr. Josep Quer, Chair of Romance Linguistics, University of Amsterdam
“This volume constitutes an important contribution to a substantial and a growing body of literature.”
Timothy Reagan, Central Connecticut State University, in SSLA 31, 2009
“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.”
Dr. Christian Rathmann, University of Bristol
“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.”
Bencie Woll, Chair of Sign Language and Deaf Studies, Director, UCL DCAL Research Centre, London
Cited by (25)
Cited by 25 other publications
Tang, Gladys
Zhang, Dongbo, Sihui Ke, Junhui Yang & Hannah Anglin‐Jaffe
Frederiksen, Anne Therese & Judith F. Kroll
Humphries, Tom, Gaurav Mathur, Donna Jo Napoli, Carol Padden & Christian Rathmann
Jiménez-Arberas, Estíbaliz & Emiliano Díez
Quinto-Pozos, David & Robert Adam
Koulidobrova, Elena & Rannveig Sverrisdóttir
Stamp, Rose, Rama Novogrodsky & Sabrin Shaban-Rabah
Wilkinson, Erin & Jill P. Morford
Weisberg, Jill, Amy Lynn Hubbard & Karen Emmorey
Higgins, Michael & Amy M. Lieberman
Loo, Alfred, CW Chung & Alan Lam
Swanwick, Ruth, Sue Wright & Jackie Salter
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
Zeshan, Ulrike & Sibaji Panda
Berent, Gerald P.
Gullberg, Marianne
Swanwick, Ruth A, Ruth Kitchen & Paula J Clarke
TORIGOE, Takashi
Quinto-Pozos, David, Anjali J. Forber-Pratt & Jenny L. Singleton
Menéndez, Bruno
Swanwick, Ruth
Swanwick, Ruth & Marc Marschark
This list is based on CrossRef data as of 27 december 2024. 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
Main BIC Subject
CFDM: Bilingualism & multilingualism
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General