Keywords
language acquisition
sign language
literacy
language contact
bilingual development
sign language
literacy
language contact
bilingual development
Abstract
In this articlewe elaborate on the complex interaction of internal and external factors that determine sign language-oral language bilingualism (SL-OL), among which we underscore the role of education. We discuss the main theoretical approaches adopted and results obtained in the studies undertaken on the bilingual SL-OL acquisition in deaf learners. While the studies conducted from an educational perspective have provided evidence for a potential facilitating role of SL in the acquisition of literacy, the investigation carried out from a developmental linguistics perspective has contributed to a better understanding of the dynamics of bilingual development in deaf learners, and has shown how they creatively orchestrate their linguistic resources.
References
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Günther, K. (1999): Bilingualer Unterricht mit gehörlosen Grundschülern: Zwischenbericht zum Hamburger bilingualen Schulversuch, Hamburg: Verlag hörgeschädigte kinder.
Hänel, B. (2005): Der Erwerb der Deutschen Gebärdensprache als Erstsprache: Die frühkindliche Sprachentwicklung von Subjekt- und Objektverbkongruenz in DGS, Tübingen: Gunter Narr.
Hennies, J. (2013): Kommentierte Literaturliste für das Unterrichtsfach Deutsche Gebärdensprache (DGS), Ludwigsfelde-Struveshof: LISUM.
Hermans, D., Knoors, H. y Verhoeven, L. T. (2009): “Assessment of Sign Language Development: The Case of Deaf Children in the Netherlands”. Journal of Deaf Studies and Deaf Education, 15(2): 107-119.
Hermans, D., Ormel, E., Knoors, H. y Verhoeven, L.T. (2008): “The Relationship Between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs”. Journal of Deaf Studies and Deaf Education, 13(4): 518-530.
Hoffmeister, R. J. (2000): “A Piece of the Puzzle: ASL and Reading Comprehension in Deaf Children”. En Chamberlain, C., Morford, J. y Mayberry, R. (eds.): Language Acquisition by Eye, pp. 143–163. Mahwah, NJ: Lawrence Erlbaum.
Hrastinski, I. y Wilbur, R. (2016): “Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program”. Journal of Deaf Studies and Deaf Education, 21 (2): 156–170.
Hulk, A. y Müller, N. (2000): “Bilingual first language acquisition at the interface between syntax and pragmatics”. Bilingualism: Language and Cognition, 3 (3): 227–244.
Klatter-Folmer, J., van Hout, R., Kolen, E. y Verhoeven, L. T. (2016): “Language Development in Deaf Children’s Interactions With Deaf and Hearing Adults: A Dutch Longitudinal Study”. Journal of Deaf Studies and Deaf Education, 11(2): 238-251.
Knight, P. y Swanwick, R. (1999): The Care and Education of A Deaf Child, Clevedon: Multilingual Matters.
Lane, H., Hoffmeister, R. J. y Bahan, B. (1996): A Journey into the Deaf-World, San Diego: DawnSignPress.
Lanza, E. (1997): Language Mixing in Infant Bilingualism: A Sociolinguistic Perspective, Oxford: Clarendon Press.
Leuninger, H. (2000): “Mit den Augen lernen: Gebärdenspracherwerb”. En Grimm, H. (ed.): Enzyklopädie der Psychologie. Vol. 3: Sprachentwicklung, pp. 229–270. Göttingen: Hogrefe.
Lillo-Martin, D. (1999): “Modality effects and modularity in language acquisition: The acquisition of American Sign Language”. En Ritchie, W. y Bhatia, T. (eds.): Handbook of Language Acquisition, pp. 531-567. San Diego, CA: Academic Press.
Mahshie, S. N. (1997): “A First Language”: A Sharing Ideas series paper by the Laurent Clerk National Deaf Education Center, Gallaudet University, Washington D.C.
Mayberry, R. I. (2007): “When timing is everything: Age of first-language acquisition effects on second-language learning”. Applied Psycholinguistics, 28: 537-549.
Mayberry, R. I. y Squires, Bonita (2006): “Sign language acquisition”. En Lieven, E. (ed.): Language Acquisition: Encyclopedia of Language and Linguistics, Vol. 11, pp. 291-296. Oxford: Elsevier.
Mayer, C. (2007): “What really matters in the early literacy development of deaf children”. Journal of Deaf Studies and Deaf Education, 12: 411–431.
Mayer, C. y Leigh, G.(2010): “The changing context for sign bilingual education programs: issues in language and the development of literacy”. International Bilingual Education and Bilingualism, 13 (2): 175-186.
Mayer, M. (1969): Frog, where are you? New York: Dial Press.
Meisel, J. (1994): “Code-Switching in Young Bilingual Children: The Acquisition of Grammatical Constraints”. Studies in Second Language Acquisition, 16: 413–439.
Meneses Arévalo, A. y Ow González, M. (2012): “Género discursivo, sintaxis y lenguaje académico: Dimensiones comunicativas y cognitivas del desarrollo tardío del lenguaje”. Didáctica. Lengua y Literatura, 24: 233-247.
Montrul, S. (2013): El bilingüismo en el mundo hispanohablante, Oxford: Wiley-Blackwell.
Morales-López, E. (2008): “Sign bilingualism in Spanish deaf education”. En Plaza-Pust, C. y Esperanza Morales-López, E. (eds.): Sign Bilingualism: Language Development, Interaction, and Maintenance in Sign Language Contact Situations, pp. 223-277. Amsterdam: John Benjamins.
Morford, J. P. y Mayberry, R. I. (2000): “A reexamination of “Early Exposure" and Its Implications for Language Acquisition by Eye”. En Chamberlain, C., Morford, J. y Mayberry, R. (eds.): Language Acquisition by Eye, pp. 111–128. Mahwah, NJ: Lawrence Erlbaum.
Morgan, G. (2006): “The development of narrative skills in British Sign Language”. En Schick, B., Marschark, M. y Spencer, P. (eds.): Advances in the Sign-Language Development of Deaf Children, pp. 314-343. Oxford: Oxford University Press.
Müller, N. (ed.) (2003): (In)vulnerable Domains in Multilingualism, Amsterdam: John Benjamins.
Muñoz-Baell, I. M. y Ruiz, M. T. (2000): “Empowering the deaf: Let the deaf be deaf”. Journal of Epidemiology and Community Health, 54: 40–44.
Muysken, P. (2011): “Code-switching”. En Mesthrie, R. (ed.): The Cambridge Handbook of Sociolinguistics, pp. 301-314. Cambridge: Cambridge University Press.
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