Code-mixing in signs and words in input to and output from children

Anne E. Baker | Amsterdam Center for Language and Communication

Beppie van den Bogaerde | University of Amsterdam, Hogeschool Utrecht, The Netherlands

Drawing on a longitudinal data collection of six children (three hearing, three deaf) learning Dutch and Sign Language of the Netherlands (NGT) in deaf families, this chapter explores the amount and types of simultaneous mixing (code-blending) of signed and spoken language elements in the children’s linguistic input and output. The hearing children receive far more code-blending in their input than the deaf children; they also produce more than the deaf children. The types of code-blending also differ between the two groups of children. The factors that determine these differences appear to be the language ability of the children, the input and the language choice. Finally an analysis of the classes of signs/words shows that more nouns than verbs are code-blended and more verbs than adjectives/adverbs, pronouns, or question words. Linguistic factors and the input seem to play a part here.

Published online: 26 September 2008
https://doi.org/10.1075/sibil.38.04bak

Cited by

Cited by 12 other publications

Baker, Anne & Beppie van den Bogaerde

2020. In Understanding Deafness, Language and Cognitive Development [Trends in Language Acquisition Research, 25], ► pp. 33 ff.

Anne Baker, Beppie van den Bogaerde, Roland Pfau & Trude Schermer

2016. In The Linguistics of Sign Languages,

Emmorey, Karen, Jennifer A.F. Petrich & Tamar H. Gollan

2012. Bilingual processing of ASL–English code-blends: The consequences of accessing two lexical representations simultaneously. Journal of Memory and Language 67:1 ► pp. 199 ff.

Gullberg, Marianne

2012. In The Handbook of Bilingualism and Multilingualism, ► pp. 417 ff.

Kovačević, Tamara & Ljubica Isaković

2020. Adoption of the sign language with deaf and hard of hearing preschool children. Bastina :51 ► pp. 513 ff.

Lillo-Martin, Diane, Ronice M. de Quadros, Deborah Chen Pichler & Zoe Fieldsteel

2014. Language choice in bimodal bilingual development. Frontiers in Psychology 5

Lillo-Martin, Diane, Ronice Müller de Quadros & Deborah Chen Pichler

2016. The development of bimodal bilingualism. Linguistic Approaches to Bilingualism 6:6 ► pp. 719 ff.

Pfau, Roland

2016. Switching, blending … and slipping. Linguistic Approaches to Bilingualism 6:6 ► pp. 802 ff.

Pizer, Ginger

2021. To be seen and/or heard: audience design in bimodal bilingual families. International Journal of Bilingual Education and Bilingualism 24:6 ► pp. 822 ff.

Quadros, Ronice Müller de, Diane Lillo-Martin & Deborah Chen Pichler

2014. Sobreposição no desenvolvimento bilíngue bimodal. Revista Brasileira de Linguística Aplicada 14:4 ► pp. 799 ff.

Tang, Gladys

2016. In Bilingual and Multilingual Education, ► pp. 1 ff.

Tang, Gladys

2016. In Bilingual and Multilingual Education, ► pp. 1 ff.

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