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Bilingualism and Deafness
This book examines sociolinguistic, educational and psycholinguistic factors that shape the path to sign bilingualism in deaf individuals and contributes to a better understanding of the specific characteristics of a type of bilingualism that is neither territorial nor commonly the result of parent-to-child transmission. The evolution of sign bilingualism at the individual level is discussed from a developmental linguistics perspective on the basis of a longitudinal investigation of deaf learners' bilingual acquisition of German sign language (DGS) and German. The case studies included in this volume offer unique insights into bilingual deaf learners’ sign language and written language productions, and the sophisticated nature of the bilingual competence they attain. Commonalities and differences between sign bilingual language development in deaf learners and language development in other language acquisition scenarios are identified on the basis of a dynamic model of change in the evolution of (learner) language, with a focus on the role of language contact in the organisation of multilingual knowledge and the scope of inter- and intra-individual variation in learner grammars. In many respects, as becomes apparent throughout the chapters of this work, sign bilingualism represents not only a challenge but also a resource. Given this cross-disciplinary perspective, the insights on bilingualism and deafness in this volume will be of interest to a wide range of researchers and professionals.
- Cover
- Title Page
- Copyright Page
- Dedication
- Acknowledgements
- Table of contents
- List of figures
- List of tables
- Notation conventions for sign language examples
- List of acronyms for sign languages
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1. The path toward sign bilingualism: a cross-disciplinary perspective
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1.1. (Sign) Bilingualism as an object of scientific enquiry
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1.1.1. Narrowing the focus on sign bilingualism
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1.1.2. Outline of the work
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1.2. Sign bilingualism: sociolinguistic aspects
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1.2.1. Bilingualism as a societal phenomenon
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1.2.2. Sign language on the agenda
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1.2.3. Sign language planning
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1.3. Sign bilingualism and deaf education
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1.3.1. Aims and types of bilingual education
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1.3.2. Sign bilingual education
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2. Sign bilingualism: a developmental linguistics perspective
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2.1. What is acquired: Universal and language-specific properties of grammar
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2.1.1. Sentence structure: a basic design
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2.1.2. Functional categories: sentence structure and grammatical processes
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2.2. How grammar is acquired: a UG based dynamic model
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2.2.1. The Principles and Parameters model
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2.2.2. Accounting for development: Structure-building hypothesis
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2.2.3. Accounting for variation: a dynamic approach to language development
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2.3. Language separation and interaction in bilingual language acquisition
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2.3.1. Language separation
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2.3.2. Bilinguals’ pooling of resources
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2.4. Narrowing the focus: bimodal bilingual language acquisition in deaf learners
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2.4.1. Acquisition scenarios and status of the languages
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2.4.2. Hypotheses about the acquisition of the written language
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2.4.3. Attaining the writing system
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2.4.4. Hypotheses about cross-modal language mixing
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2.5. Introducing the study: Deaf learners’ acquisition of DGS and German
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2.5.1. Research questions
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2.5.2. Introducing the case studies
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2.5.3. Outline of the empirical chapters
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3. Bilingual deaf learners’ DGS profiles
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3.1. DGS: a grammatical sketch
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3.1.1. Word order
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3.1.2. Referential and spatial loci
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3.1.3. Morphosyntax
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3.1.4. Syntax-discourse interface
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3.1.5. A structural account of DGS
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3.2. Research on the acquisition of DGS (and other sign languages)
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3.2.1. Word order
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3.2.2. Morphosyntax
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3.2.3. Syntax-discourse interface
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3.3. Sign language acquisition: diagnostic criteria
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3.4. Analyses of DGS data and outline of the empirical chapters
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3.5. Developmental profile: Muhammed
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3.5.1. DGS competence at the onset of the study
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3.5.2. Further development: increasing narrative complexity
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3.5.3. Language contact
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3.6. Developmental profile: Simon
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3.6.1. DGS competence at the onset of the study
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3.6.2. Further development
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3.7. Developmental profile: Maria
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3.7.1. DGS competence at the onset of the study
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3.7.2. Further development: increasing narrative complexity
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3.8. Developmental profile: Fuad
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3.8.1. DGS competence at the onset of the study
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3.8.2. Further development
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3.9. Developmental profile: Hamida
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3.9.1. DGS competence at the onset of the study
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3.9.2. Further development: mastery of the syntax-discourse interface
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3.10. Developmental profile: Christa
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3.10.1. DGS competence at the onset of the study
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3.10.2. Further development: increasing narrative complexity
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3.10.3. Language contact
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3.11. Discussion
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3.11.1. Sentence structure
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3.11.2. The syntax-discourse interface: on the orchestration of linguistic devices for
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3.11.3. Some notes on the organisation of narrative texts
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4. Bilingual deaf learners’ written German profiles
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4.1. German: a grammatical sketch
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4.1.1. Word order
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4.1.2. Inflectional morphology
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4.1.3. Word order and morphological case
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4.1.4. A structural account of German
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4.2. Research on the acquisition of German
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4.2.1. A fragmented picture of deaf learners’ written language competence
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4.2.2. Theoretically based hypotheses of deaf learners’ written productions
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4.2.3. Tracing the sources of deaf learner errors
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4.3. Acquisition of German: diagnostic criteria
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4.3.1. VP structures
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4.3.2. IP structures
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4.3.3. CP structures
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4.3.4. Structure building in the acquisition of German
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4.4. Analysis of Written German data and outline of the empirical chapters
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4.5. Developmental profile: Muhammed
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4.5.1. Word order in Muhammed’s narratives
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4.5.2. Written German competence at the onset of the study
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4.5.3. Further development
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4.5.4. Verb inflection in Muhammed’s narratives
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4.6. Developmental profile: Simon
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4.6.1. Word order in Simon’s narratives
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4.6.2. Written German competence at the onset of the study
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4.6.3. Further development
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4.6.4. Verb inflection in Simon’s narratives
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4.7. Developmental profile: Maria
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4.7.1. Word order in Maria’s narratives
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4.7.2. Written German competence at the onset of the study
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4.7.3. Further development
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4.7.4. Verb inflection in Maria’s narratives
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4.8. Developmental profile: Fuad
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4.8.1. Word order in Fuad’s narratives
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4.8.2. Written German competence at the onset of the study
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4.8.3. Further development
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4.8.4. Verb inflection in Fuad’s narratives
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4.9. Developmental profile: Hamida
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4.9.1. Word order in Hamida’s narratives
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4.9.2. Written German competence at the onset of the study
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4.9.3. Further development
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4.9.4. Verb inflection in Hamida’s narratives
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4.10. Developmental profile: Christa
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4.10.1. Word order in Christa’s narratives
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4.10.2. Written German competence at the onset of the study
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4.10.3. Further development
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4.10.4. Verb inflection in Christa’s narratives
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4.11. Discussion
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4.11.1. Exploiting elementary structural domains: variation at the VP level
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4.11.2. Structure-building: variation and the dynamics of language development
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4.11.3. V2, CP and the restructuring of IP
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5. Sign bilingualism as a challenge and as a resource
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5.1. Toward a cross-disciplinary view of sign bilingualism
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5.2. Sign bilingualism as a challenge
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5.2.1. The changing status of sign language in deaf education
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5.2.2. Modelling bilingualism and deafness in education
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5.3. Sign bilingualism as a resource
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5.3.1. The dynamics of (bilingual) language acquisition
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5.3.2. On the orchestration of linguistic devices in the acquisition of DGS
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5.3.3. Climbing up the structure tree in the acquisition of German
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5.3.4. Pooling of resources in the organisation a multilingual competence
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5.4. Concluding remarks
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- References
- Index
- 出版地 ： 德國
- 語言 ： 德文
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