Bimodal bilingual language-development in a hearing child of deaf parents
Issue Date
1992-03Author
Johnson, Jeanne M.
Watkins, Ruth V.
Rice, Mabel L.
Publisher
CAMBRIDGE UNIVERSITY PRESS
Format
3037054 bytes
Type
Article
Metadata
Show full item recordAbstract
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.
Collections
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.
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.