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    Bimodal bilingual language-development in a hearing child of deaf parents

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    Applied Psycholinguistics, Bimodel bilingual language development.pdf (2.896Mb)
    Issue Date
    1992-03
    Author
    Johnson, Jeanne M.
    Watkins, Ruth V.
    Rice, Mabel L.
    Publisher
    CAMBRIDGE UNIVERSITY PRESS
    Format
    3037054 bytes
    Type
    Article
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    Abstract
    This study examined the spoken English development of a hearing child of deaf parents who used American Sign Language (ASL). The child first learned ASL in interactions with his parents and later developed spoken English outside the home environment. It was hypothesized that the child's acquisition of spoken English would systematically reflect both expected monolingual developmental patterns and interlinguistic transfer. Four areas of mismatch between ASL and spoken English were identified. Language sample data from ages 2;9-5;2 were examined for evidence to evaluate the hypotheses. Features that reflected the simultaneous versus sequential mismatch between ASL and English, undifferentiated versus differentiated aspects, free versus bound morpheme mechanisms, and word-order differences provided evidence of ASL influence on spoken English acquisition. Although not extensive, ASL appears to have exerted consistent influence on several areas of the child's spoken English development.
    URI
    http://hdl.handle.net/1808/834
    Collections
    • Distinguished Professors Scholarly Works [918]
    • Speech-Language-Hearing Scholarly Works [87]
    Citation
    JOHNSON, JM; WATKINS, RV; RICE, ML. Bimodal bilingual language-development in a hearing child of deaf parents. APPLIED PSYCHOLINGUISTICS. APPLIED PSYCHOLINGUISTICS. Mar 1992. 13(1) : 31-52.

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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