This chapter concerns the relationship between French Sign Language (LSF) and written French skills developed by Deaf children. Previous studies showed positive correlations between ASL and written English skills, with little analysis of the processes involved. In the investigation presented here, thirty-nine bilingual Deaf children, aged from 8 to 17, from the French-speaking/signing part of Switzerland, were studied. Their comprehension and production skills were tested at the morphosyntactic and narrative levels. Results show positive correlations between the skills developed in written French and LSF. These data provide new evidence that early mastery of a natural sign language facilitates the acquisition of a written language. In addition, sign language narrative and comprehension skills appear to play an important role in this relationship.
2016. Deaf children's bimodal bilingualism and education. Language Teaching 49:1 ► pp. 1 ff.
2014. The Marginalisation of Finely Tuned Semiotic Practices and Misunderstandings in Relation to (Signed) Languages and Deafness. Multimodal Communication 3:2
Tapio, Elina & Ritva Takkinen
2012. When One of Your Languages is not Recognized as a Language at all. In Dangerous Multilingualism, ► pp. 284 ff.
Wolbers, Kimberly A., Lisa M. Bowers, Hannah M. Dostal & Shannon C. Graham
2014. Deaf writers' application of American Sign Language knowledge to English. International Journal of Bilingual Education and Bilingualism 17:4 ► pp. 410 ff.
Wolbers, Kimberly A., Shannon C. Graham, Hannah M. Dostal & Lisa M. Bowers
2014. A description of ASL features in writing. Ampersand 1 ► pp. 19 ff.
This list is based on CrossRef data as of 20 september 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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