Sign Bilingualism

Name: Sign Bilingualism | Language development, interaction, and maintenance in sign language contact situations
Brand: John Benjamins Publishing Company
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Language development, interaction, and maintenance in sign language contact situations

Carolina Plaza-Pust Esperanza Morales-López(Herausgeber*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 26. September 2008

XVI, 389 Seiten

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Inhalt

Sign Bilingualism
Editorial page
Title page
LCC data
Table of contents
Contributors
Foreword
Acknowledgements
Code-mixing in signs and words in input to and output from children
1. Introduction
2. Method
2.1 Procedure
2.2 Subjects
2.3 Analyses
2.4 Coding
3. Results
3.1 Dutch, NGT, or code-blending?
3.2 How are signs and words combined?
3.2.1 Deaf children at age 3
0.
3.2.2 Hearing children at age 3
0.
3.2.3 Mark and Jonas at 3
0 and 6
0.
3.3 The status of the code-blended utterances
3.4 Word or sign classes in code-blending
4. Discussion
References
Appendix
Does the knowledge of a natural sign language facilitate deaf children's learning to read and write?
1 Introduction
2 Reading and writing: The role of sign language proficiency in deaf children
2.1 Interference hypothesis
2.2 Double-discontinuity hypothesis
2.3 Hypothesis of a positive relationship
3 Previous empirical findings
3.1 Experimental studies
3.2 Educational settings
4 The relationship between French Sign Language proficiency and written French proficiency
4.1 Participants
4.2 Method
4.2.1 Narrative comprehension tasks
4.2.2 Narrative production tasks
4.2.3 Morphosyntactic comprehension tasks
4.2.4 Morphosyntactic production tasks
4.2.5 Oral tasks
4.2.6 Cognitive tasks
4.2.7 Psychometrics analysis
4.2.8 Scoring
4.3 Predictions
4.4 Results
4.4.1 Relationship between LSF skills and written French skills
4.4.2 Relationship at the narrative level vs at the morphosyntactic level
4.4.3 Relationship in comprehension vs in production
4.4.4 Role of demographic factors, cognitive skills and French oral skills
5 Discussion and conclusions
References
Bilingualism and deafness
1. Introduction
2. The relationship between L1 sign language and L2 literacy
3. Method
3.1 Participants
3.2 Instruments and measures
3.2.1 Assessment Instruments for LSQ Skills
3.2.2 Assessment of Reading Comprehension in French
3.3 Test sessions
4. Results and discussion
4.1 Results from the LSQ test
4.2 Results of the French reading comprehension tests
4.3 Relationship between the use of space in LSQ and French reading comprehension
5. Conclusion
References
Why variation matters
1. Introduction
2. Language contact in (Cross-modal) bilingual language acquisition
2.1 Deaf learners' L1 signed language and L2 written language
2.2 Hypotheses about the interaction of signed language and written language
2.2.1 The assumption of a separate development
2.2.2 The hypothesis of a promoting function of sign language
2.3 Bilinguals' pooling of resources: Current assumptions in bilingualism research
3. The study
3.1 Participants
3.2 Method
3.3 L2 German and L1 DGS: A sketch of the relevant areas of contrast
3.3.1 Word order
3.3.2 Inflectional morphology
3.3.3 Word order and morphological case
3.4 Acquisition of German: Major developmental milestones
4. Results
4.1 Simon
4.2 Christa
4.3 Muhammed
4.4 Fuad
4.5 Maria
4.6 Hamida
4.7 Luise
5. Discussion
5.1 Elementary structural domains: Variation at the VP level
5.2 Pooling of resources: Variation in the transition from VP to IP grammars
5.3 V2, CP and the restructuring of IP
6. Conclusion: Why variation matters
Acknowledgements
References
Deaf and hearing children
1. Introduction
2. Conceptual framework
3. Methodological principles
4. The children
5. Activities
5.1 Tale reading and listening activity: accessing books and written language
5.2 Word search on objects
5.3 Writing in context: making shopping lists and going to the market
6. Concluding remarks
References
Can signed language be planned?
1. Introduction: Signed language as a language planning target
2. Background of signed language as a language planning target in Spain
2.1 Signed language and the deaf community in Spain
2.2 Signed language interpreters and language planning
3. Discussion
3.1 The development of interpreters as professionals and deaf people as consumers
3.1.1 Interpreting services
3.1.2 Legislation and the qualification of interpreters
3.1.3 Models of the interpreting profession
3.2 The provision and use of interpretation
3.3 Interpreters and the standard form
3.4 Interpreted education
4. Interpreters in the language planning process
5. Conclusions: A new direction
References
Language use and awareness of deaf and hearing children in a bilingual setting
1. Introduction
2. Sign Language in Austrian deaf education: The societal, political and educational context
2.1 The Austrian Deaf community
2.2 Exclusion from the field of education
2.3 Exclusion of sign language
2.4 Dominance of the medical paradigm
2.5 Deaf education reflected in research findings
3. A sign bilingual classroom in Vienna
3.1 General description
3.2 Participants
3.3 Research in the class: Data and methodology
4. Findings
4.1 Language domains
4.2 Language attitudes and skills
4.3 Communicative barriers
4.4 Individuals in a community: Identities
4.5 Metacompetences
4.6 Acquiring German literacy
4.7 Use of ÖGS during text planning processes
4.8 Deaf writers vs. hearing pupils with German as a second language
5. Discussion
Acknowledgements
References
Sign bilingualism in Spanish deaf education
1. Introduction
2. Theoretical framework
3. Sign bilingualism in the context of oral bilingualism and Spanish bilingualism
4. Sign bilingualism and language planning
5. Data collection
6. Description of the bilingual methodology.
6.1 The bilingual model in primary education
6.1.1 Standard or adapted curriculum
6.1.2 Teachers involved in the education of deaf pupils:
6.1.3 Sign language on the curriculum
6.1.4 Training of the teachers involved and education materials
6.1.5 Teaching the oral languages included in the curriculum
6.1.6 Supportive communicative systems for the teaching of the oral language
6.1.7 Attitudes of the teaching staff to the bilingual method
6.2 The bilingual model in secondary education
6.2.1 Consell de Cent Secondary School (Barcelona)
6.2.2 The Ponce de Léon School (Madrid)
7. Data interpretation: An appraisal of the bilingual project described
7.1 Curriculum organisation
7.2 The situation of research into the bilingual model adopted, teacher training and the design and development of specific educational materials
7.3 Sign language, contact codes and supportive means of communication
8. The political debate surrounding deaf people's right to bilingualism
9. The voices of the experts.
10. Rethinking the sign language / oral language(s) bilingual model
11. Conclusions
References
Appendix of the examples in Spanish
Ideological signs in deaf education discourse
1. Introduction
2. Deaf education in Argentina
3. The role of the deaf community
4. The study
4.1 Results of previous studies
4.1.1 The 1895 and 1956 laws
4.1.2 The 1990 teacher interviews and the emergence of BBD
4.1.3 The BBD and alternative discursive perspectives
4.2 Results of current studies: Bilingual-bicultural discourse has lost the battle
5. The working of ideology
6. Concluding remarks
Acknowledgements
References
Sign language and oral/written language in deaf Education in China
1. Introduction
2. A Brief history of Chinese sign language
2.1 Early records of CSL
2.2 CSL standardization
2.3 Research on CSL grammar and lexicon
2.4 CSL and deaf culture
3. Spoken/written Chinese and deaf learners
3.1 Modern Chinese
3.2 Deaf students' reading and writing
4. Teaching languages in schools for the deaf in China
4.1 The first period (1887-1929)
4.2 The second period (1930-1955)
4.3 The third period (1956-1985)
4.4 The fourth period (1986-1995)
4.5 The fifth period (1996-2005)
5. Study data and informants
6. CSL/Chinese bilingual experiences of deaf individuals
6.1 First language
6.2 Different paths to bilingualism
7. Language contact between CSL and Chinese
7.1 Language contact between CSL and spoken Chinese
7.2 Language contact between CSL and written Chinese
7.3 Language contact between CSL and signed Chinese
8. Bilingual experimental programs in schools for the deaf
8.1 Target student groups
8.2 First bilingual pilot class
8.3 Cooperation among NGOs, schools, and others
8.4 Deaf teachers
8.5 CSL/Chinese bilingual instruction
8.6 Language contact in the instructional setting
8.7 The case of a private bilingual school in a rural area
9. Conclusions
Acknowledgements
References
Sign bilingualism
1. Introduction
1.1 Toward an integrated view of bilingualism
1.2 Sign bilingualism
2. Language maintenance: The dynamics of sign bilingualism at the society level
2.1 Deaf communities
2.2 Language planning
2.3 Bilingual education of deaf students
2.3.1 Continuum of bilingual education modes
2.4 Bilingual education revisited: Problems and perspectives
3. Bilingual users: continua of cross-modal language contact
3.1 Cross-modal language contact phenomena
3.2 Bilingual learners: The dynamics of sign bilingualism in language development
3.3 Language separation and interaction in sign bilingual development
3.4 Signed / spoken language mixing in mother-child interactions
3.5 The written language as L2
3.6 Bilingual literacy: Inter-dependence of linguistic skills
3.6.1 The Inter-dependence Hypothesis and the claim for bilingual education
3.6.2 Correlations of signed language and written language skills
4. Outlook: Toward an integrated view of sign bilingualism
References
Index
The series Studies in Bilingualism

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