Journal articles: 'Sign language acquisition'

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Pichler, Deborah Chen. "Sign Language Acquisition." Sign Language Studies 11, no. 4 (2011): 637–46. http://dx.doi.org/10.1353/sls.2011.0005.

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Malaia, Evie, and Ronnie B. Wilbur. "Early acquisition of sign language." Sign Language and Linguistics 13, no. 2 (December 31, 2010): 183–99. http://dx.doi.org/10.1075/sll.13.2.03mal.

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Early acquisition of a natural language, signed or spoken, has been shown to fundamentally impact both one’s ability to use the first language, and the ability to learn subsequent languages later in life (Mayberry 2007, 2009). This review summarizes a number of recent neuroimaging studies in order to detail the neural bases of sign language acquisition. The logic of this review is to present research reports that contribute to the bigger picture showing that people who acquire a natural language, spoken or signed, in the normal way possess specialized linguistic abilities and brain functions that are missing or deficient in people whose exposure to natural language is delayed or absent. Comparing the function of each brain region with regards to the processing of spoken and sign languages, we attempt to clarify the role each region plays in language processing in general, and to outline the challenges and remaining questions in understanding language processing in the brain.

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Carmo, Patrícia do, Ana Mineiro, Joana Castelo Branco, Ronice Müller de Quadros, and Alexandre Castro-Caldas. "Handshape is the hardest path in Portuguese Sign Language acquisition." Sign Language and Linguistics 16, no. 1 (July 15, 2013): 75–90. http://dx.doi.org/10.1075/sll.16.1.03car.

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Sign languages have only been acknowledged as true languages in the second half of the 20th century. Studies on their ontogenesis are recent and include mostly comparative approaches to spoken language and sign language acquisition. Studies on sign language acquisition show that of the manual phonological parameters, handshape is the one which is acquired last. This study reports the findings of a first pilot study on Portuguese Sign Language (Língua Gestual Portuguesa — LGP) acquisition, focusing on a Deaf child from 10 months until 24 months of age, and it confirms the pattern previously described for other sign languages. We discuss possible reasons why handshape is harder to acquire, which relate to neuromotor development and perceptual issues, and we suggest that auditory deprivation might delay the acquisition of fine motor skills.

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Williams, Joshua, and Sharlene D. Newman. "Modality-Independent Effects of Phonological Neighborhood Structure on Initial L2 Sign Language Learning." Research in Language 13, no. 2 (June 30, 2015): 198–212. http://dx.doi.org/10.1515/rela-2015-0022.

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The goal of the present study was to characterize how neighborhood structure in sign language influences lexical sign acquisition in order to extend our understanding of how the lexicon influences lexical acquisition in both sign and spoken languages. A referentmatching lexical sign learning paradigm was administered to a group of 29 hearing sign language learners in order to create a sign lexicon. The lexicon was constructed based on exposures to signs that resided in either sparse or dense handshape and location neighborhoods. The results of the current study indicated that during the creation of the lexicon signs that resided in sparse neighborhoods were learned better than signs that resided in dense neighborhoods. This pattern of results is similar to what is seen in child first language acquisition of spoken language. Therefore, despite differences in child first language and adult second language acquisition, these results contribute to a growing body of literature that implicates the phonological features that structure of the lexicon is influential in initial stages of lexical acquisition for both spoken and sign languages. This is the first study that uses an innovated lexicon-construction methodology to explore interactions between phonology and the lexicon in L2 acquisition of sign language.

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Haug, Tobias. "A review of sign language acquisition studies as the basis for informed decisions for sign language test adaptation." Sign Language and Linguistics 15, no. 2 (December 17, 2012): 213–39. http://dx.doi.org/10.1075/sll.15.2.02hau.

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Developing or adapting tests of sign language development requires knowledge about the emergence and mastery of the linguistic structures that should be represented in a test. As the structures and acquisition of many sign languages are rather under-documented, developing or adapting a test for a specific sign language poses a great challenge for test developers, especially with respect to the test’s reliability and validity. Deutsche Gebärdensprache This paper presents this review of the most recent acquisition studies of the linguistic structures mentioned above and represented in the BSL test. The main focus is on studies that covered the age range of 4 to 8 year-olds, the age group of the adapted DGS test. The argument will be made that — considering the current state of research for many sign languages — these acquisition studies from a variety of sign languages can serve as the basis for making informed decisions for test development and adaptation (for example, deciding which items should be represented in a sign language test), but only together with cross-linguistic and language specific studies.

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Schönström, Krister. "Sign languages and second language acquisition research: An introduction." Journal of the European Second Language Association 5, no. 1 (2021): 30–43. http://dx.doi.org/10.22599/jesla.73.

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Wille, Beatrijs, Thomas Allen, Kristiane Van Lierde, and Mieke Van Herreweghe. "Using the Adapted Flemish Sign Language Visual Communication and Sign Language Checklist." Journal of Deaf Studies and Deaf Education 25, no. 2 (November 11, 2019): 188–98. http://dx.doi.org/10.1093/deafed/enz039.

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Abstract This study addresses the topic of visual communication and early sign language acquisition in deaf children with a Flemish Sign Language (Vlaamse Gebarentaal or VGT) input. Results are obtained through a checklist focusing on sign-exposed deaf children’s visual communication and early sign language acquisition: the adapted VGT Visual Communication and Sign Language checklist. The purpose is to obtain the first detailed picture of these children’s visual and early VGT acquisition and to determine the optimal support for the checklist’s ongoing standardization process. At the time of testing, all children were 24-months old and had been diagnosed with a severe or profound hearing loss before the age of 6 months. Half of the children were being raised in deaf families with native VGT exposure, while the other half were from hearing families with no prior VGT knowledge. All parents declared VGT accessibility to the child and that they used VGT in the home. Resulting from this study is the identification of five early visual communication items as being potentially good indicators of later (sign) language development. Further, concerns were put forward on the lack of ongoing visual, communication, and language support for deaf children and their parents in Flanders.

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Mayberry, Rachel I. "First-Language Acquisition After Childhood Differs From Second-Language Acquisition." Journal of Speech, Language, and Hearing Research 36, no. 6 (December 1993): 1258–70. http://dx.doi.org/10.1044/jshr.3606.1258.

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This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

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Evans, Charlotte J. "Sign Language Research Contributes to a Better Understanding of Language Acquisition, A Review of Directions in Sign Language Acquisition." Sign Language Studies 4, no. 4 (2004): 399–404. http://dx.doi.org/10.1353/sls.2004.0016.

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Schönström, Krister, and Johanna Mesch. "Second language acquisition of depicting signs." Language, Interaction and Acquisition 13, no. 2 (December 31, 2022): 199–230. http://dx.doi.org/10.1075/lia.22005.sch.

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Abstract This paper concerns the acquisition of the sign lexicon in L2 learners of Swedish Sign Language. Sampled data (conversation and narrative retelling) from a longitudinal learner corpus with 16 adult L2 signers was analyzed and compared with data from nine L1 signers. The use of three broad types of signs was analyzed: lexical signs, partly-lexical signs (i.e. depicting signs) and non-lexical signs. The results revealed some differences between L1 and L2 signers, especially with regard to depicting signs. The number of depicting signs used by L2 learners increased over time, approaching the target language use. Qualitatively, we observed differences between L1 and L2 signers in their use of depicting signs, related to handshape choice and sign constructions. We discuss these findings in light of previous research linked to L2 vocabulary as well as the role of gestural knowledge in sign L2 acquisition.

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Baker, Anne, Beppie van den Bogaerde, and Bencie Woll. "Methods and procedures in sign language acquisition studies." Language Acquisition 8, no. 1-2 (December 31, 2005): 7–59. http://dx.doi.org/10.1075/sll.8.1.03bak.

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Sign language acquisition is a relatively new field and is still developing its own good practice. This paper gives an overview of the most common procedures in research design, choice of subjects, transcription and documentation. The paper concludes with a brief overview of the chronology of development of sign languages.

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Guidetti, Michèle, and Aliyah Morgenstern. "The gesture-sign interface in language acquisition." Language, Interaction and Acquisition 8, no. 1 (October 2, 2017): 1–12. http://dx.doi.org/10.1075/lia.8.1.01gui.

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Abstract The aim of this special issue is to present and pursue the challenging discussions about the links between gestures and signs and their theoretical and methodological impact that took place during the GDR ADYLOC workshop (GDR CNRS 3195) on April 4–5 2014 at Sorbonne Nouvelle University in Paris. The ADYLOC research group (led by Maya Hickmann and financed by the CNRS between 2009 and 2015) assembled a large number of French specialists around the topic Languages, Oral Language and Cognition: Acquisition and Dysfunction. This setting favored high quality scientific exchanges that brought about new questions, opened new fields and lead to a number of collective research projects.

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Pirot, Khunaw Sulaiman, and Wrya Izaddin Ali. "The Common Misconceptions about Sign Language." Journal of University of Raparin 8, no. 3 (September 29, 2021): 110–32. http://dx.doi.org/10.26750/vol(8).no(3).paper6.

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This paper entitled ‘The Common Misconceptions about Sign Language’ is concerned with the most common misconceptions about sign language. It also deals with sign language and its relation with the spoken language. Sign language, primarily used by deaf people, is a fully-developed human language that does not use sounds for communication, but it is a visual-gestural system that uses hands, body and facial gestures. One of the misconceptions is that all sign languages are the same in the worldwide. Such assumptions cause problems. Accordingly, some questions have been raised: first, is sign language universal? Second, is sign language based on spoken language? And third, is sign language invented by hearing people? The aim of the paper is to have a deeper understanding about sign language. It also demonstrates the similarities and differences between the two different modalities: sign language and spoken language. The paper is based on some hypothesis. One of the hypotheses is that sign languages are pantomimes and gestures. It also hypothesizes that the process of language acquisition in sign language for deaf people is different from the language acquisition in spoken language for hearing people. To answer the questions raised, the qualitative approach is adopted. The procedure is to collect data about the subject from books and articles and then analyze the data to obtain the aim of the study. One of the conclusions is that sign language is not universal. It is recommended that more work can be carried out on the differences between either American Sign Language (ASL) or British Sign Language (BSL) with reference to zmânî âmâžaî kurdî (ZAK) Kurdish Sign Language) at all linguistic levels.

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De Meulder, Maartje, and Joseph J. Murray. "Buttering their bread on both sides?" Language Problems and Language Planning 41, no. 2 (October 27, 2017): 136–58. http://dx.doi.org/10.1075/lplp.41.2.04dem.

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Abstract In the past two decades, a wave of campaigns to recognise sign languages have taken place in numerous countries. These campaigns sought official recognition of national sign languages, with the aim of enhancing signers’ social mobility and protecting the vitality of sign languages. These activities differ from a long history of sign language planning from a ‘language as a problem’ approach largely used by educators and policymakers to date. However, the instrumental rights and social mobility obtained as a result have thus far been limited with educational linguistic and language acquisition rights especially lacking. This article identifies two reasons for this situation. First, a view of Sign Language Peoples (SLPs) from a medical perspective has led to confusion about the meaning of linguistic rights for them and led governments to treat sign language planning differently than that for spoken languages. Furthermore, SLPs political participation is hindered by recognition being offered by governments without substantial commitments to financial resources, changes in government practices or greater inclusion of sign languages in public life. One exception to this trend are sign language planning bodies, but even these face challenges in the implementation phase. Going forward, we argue that sign language recognition legislation should centre on deaf communities’ concerns regarding sign language vitality. In addition to a need to ensure acquisition for deaf signers, we contend that while the expansion of hearing (and deaf) new signers can be interpreted in terms of language endangerment it can also be seen as strengthening sign languages’ vitality.

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Wille, Beatrijs, Kimberley Mouvet, Myriam Vermeerbergen, and Mieke Van Herreweghe. "Flemish Sign Language development." Functions of Language 25, no. 2 (October 19, 2018): 289–322. http://dx.doi.org/10.1075/fol.15010.wil.

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Abstract This case study provides a first exploratory study on the early Flemish Sign Language acquisition of a deaf infant from the perspective of Halliday’s Systemic Functional Theory. It highlights some remarkable aspects of sign language acquisition with respect to interpersonal interaction between the child and its mother. The free play interactions of the Deaf mother and her moderately deaf daughter were recorded when the child was 6, 9, 12, 18 and 24 months old. These interactions were annotated in ELAN and transcribed in view of the analysis adapting Systemic Functional Linguistics. The analysis indicates that the early sign language development of the child chronologically correlates with Halliday’s descriptions of the universal functions of language. The infant’s first lexical signs appeared at 12 months. The child produced one-sign utterances (12 months and older), one-sign utterances along with a pointing sign (18 months and older) and two-sign utterances (24 months). The mother integrated attentional strategies to redirect the child’s attention. She also adopted techniques that are appropriate for child-directed signing, i.e. questions, recasts and expansions.

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Martínez-Gutiérrez, Manuel Eleazar, José Rafael Rojano-Cáceres, Edgard Benítez-Guerrero, and Héctor Eduardo Sánchez-Barrera. "Data Acquisition Software for Sign Language Recognition." Research in Computing Science 148, no. 3 (December 31, 2019): 205–11. http://dx.doi.org/10.13053/rcs-148-3-17.

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Reagan, Timothy. "Language planning and language policies for sign languages: an emerging civil rights movement." Sociolinguistica 36, no. 1-2 (November 1, 2022): 169–82. http://dx.doi.org/10.1515/soci-2022-0010.

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Abstract Following the publication of William Stokoe’s Sign Language Structure in 1960, there was a proliferation of linguistic research addressing different aspects of sign languages. The emergence of this research had implications not only for linguistics as an academic discipline, but also for the deaf community itself. One area in which the study of sign languages and the growing activism of deaf communities overlapped in powerful ways was in calls for the official recognition of sign languages – that is, with respect to status planning. In addition to status planning, there have also been clear examples of corpus planning, acquisition planning, and prestige planning with respect to sign languages. Although efforts to engage in language planning for sign languages, and to develop and implement language policies for such languages, share many characteristics with language planning targeting spoken languages, in other ways they are quite distinctive. In this article, an overview of language planning and policy for sign languages is provided, followed by discussions of the linguistic human rights of sign language users and the role of language policies for sign languages in efforts to ensure civil rights for deaf individuals and communities.

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RAMÍREZ, NAJA FERJAN, AMY M. LIEBERMAN, and RACHEL I. MAYBERRY. "The initial stages of first-language acquisition begun in adolescence: when late looks early." Journal of Child Language 40, no. 2 (January 20, 2012): 391–414. http://dx.doi.org/10.1017/s0305000911000535.

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Children typically acquire their native language naturally and spontaneously at a very young age. The emergence of early grammar can be predicted from children's vocabulary size and composition (Bateset al., 1994; Bates, Bretherton & Snyder, 1998; Bates & Goodman, 1997). One central question in language research is understanding what causes the changes in early language acquisition. Some researchers argue that the qualitative and quantitative shifts in word learning simply reflect the changing character of the child's cognitive maturity (for example, Gentner, 1982), while others argue that the trajectory of early language acquisition is driven by the child's growing familiarity with the language (Gillette, Gleitman, Gleitman & Lederer, 1999; Snedeker & Gleitman, 2004). These hypotheses are difficult to adjudicate because language acquisition in virtually all hearing children begins from birth and occurs simultaneously with cognitive development and brain maturation. The acquisition of sign languages, in contrast, is frequently delayed until older ages. In the USA, over 90% of deaf children are born to hearing parents who do not use sign language (Schein, 1989). As a result, deaf children are often exposed to sign language as a first language at a range of ages well beyond infancy (Mayberry, 2007). In rare cases, some deaf individuals are isolated from all linguistic input until adolescence when they start receiving special services and begin to learn sign language through immersion (Morford, 2003). Case studies of language acquisition in such extreme late first-language (L1) learners provide a unique opportunity to investigate first-language learning. The current study investigates three cases of young teens who are in the early stages of acquiring American Sign Language (ASL) as a first language, to determine what first-language acquisition in adolescence looks like.

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Simoens, Ryan Matthew, and Gemma Barberà. "Adquisició del canvi de rol i dels classificadors en el discurs narratiu en llengua de signes catalana (LSC) com a L2: un estudi pilot." Zeitschrift für Katalanistik 34 (July 1, 2021): 193–226. http://dx.doi.org/10.46586/zfk.2021.193-226.

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Summary: A growing interest in the study of sign language linguistics deals with how the differences between the visual-gestural modality and the vocal-auditory modality affect the acquisition of a sign language by adults whose first language is a spoken language. This paper presents a pilot study on the acquisition of two essential and, to a large extent, specific characteristics of signed languages used in reference control: the nonmanual markers in role shift structures and classifiers. The comparison between native discourse in Catalan Sign Language (LSC) and adult learners of LSC as L2 with different levels of competence provides a careful insight into how these two reference mechanisms are used in the acquisition process. The present study analyses reference control in L2 signed discourse in terms of reference accessibility and the discussion is placed at the syntax-discourse interface. The detailed analysis shows how nonmanuals of role shift and classifiers play an important role in reference control, which implies an important position in the accessibility scale of discourse referents. Keywords: accessibility, acquisition, Catalan Sign Language (LSC), classifiers, discourse referents, nonmanual markers, pronouns, reference control, role shift, second language (L2)

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MORGAN, GARY, SARAH BARRETT-JONES, and HELEN STONEHAM. "The first signs of language: Phonological development in British Sign Language." Applied Psycholinguistics 28, no. 1 (January 2007): 3–22. http://dx.doi.org/10.1017/s0142716407070014.

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A total of 1,018 signs in one deaf child's naturalistic interaction with her deaf mother, between the ages of 19 and 24 months were analyzed. This study summarizes regular modification processes in the phonology of the child sign's handshape, location, movement, and prosody. First, changes to signs were explained by the notion of phonological markedness. Second, the child managed her production of first signs through two universal processes: structural change and substitution. Constraints unique to the visual modality also caused sign language-specific acquisition patterns, namely, more errors for handshape articulation in locations in peripheral vision, a high frequency of whole sign repetitions and feature group rather than one-to-one phoneme substitutions as in spoken language development.

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Novogrodsky, Rama, and Natalia Meir. "Age, frequency, and iconicity in early sign language acquisition: Evidence from the Israeli Sign Language MacArthur–Bates Communicative Developmental Inventory." Applied Psycholinguistics 41, no. 4 (July 2020): 817–45. http://dx.doi.org/10.1017/s0142716420000247.

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AbstractThe current study described the development of the MacArthur–Bates Communicative Developmental Inventory (CDI) for Israeli Sign Language (ISL) and investigated the effects of age, sign iconicity, and sign frequency on lexical acquisition of bimodal-bilingual toddlers acquiring ISL. Previous findings bring inconclusive evidence on the role of sign iconicity (the relationship between form and meaning) and sign frequency (how often a word/sign is used in the language) on the acquisition of signs. The ISL-CDI consisted of 563 video clips. Iconicity ratings from 41 sign-naïve Hebrew-speaking adults (Study 1A) and sign frequency ratings from 19 native ISL adult signers (Study 1B) were collected. ISL vocabulary was evaluated in 34 toddlers, native signers (Study 2). Results indicated significant effects of age, strong correlations between parental ISL ratings and ISL size even when age was controlled for, and strong correlations between naturalistic data and ISL-CDI scores, supporting the validity of the ISL-CDI. Moreover, the results revealed effects of iconicity, frequency, and interactions between age and the iconicity and frequency factors, suggesting that both iconicity and frequency are modulated by age. The findings contribute to the field of sign language acquisition and to our understanding of potential factors affecting human language acquisition beyond language modality.

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Koulidobrova, Elena, and Nedelina Ivanova. "Acquisition of phonology in child Icelandic Sign Language: Unique findings." Proceedings of the Linguistic Society of America 5, no. 1 (March 23, 2020): 164. http://dx.doi.org/10.3765/plsa.v5i1.4697.

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Research shows that acquisition of sign language phonology is a developmental process and involves multiple articulatory cues. Among these cues, handshape has been shown to be crucial and orientation has been argued to be potentially disregardable as being internal to sign production rather than encoding a minimal contrast. We administered a non-word repetition task and a picture naming task to 17 (age 3-15) deaf and hard-of-hearing signers of Icelandic Sign Language (ÍTM)—an endangered indigenous language of the Deaf community in Iceland—targeting the same articulatory features. The tasks were modeled after similar assessment tools for other languages. All of the participants use ÍTM for daily activities at school and at home; the vast majority were early learners (before 36ms). Results show an upward trajectory in the non-word repetition task scores but without a ceiling effect. Contrary to predictions, no effect of handshape was observed. Instead, on both pseudo- and real-word tasks, the majority of errors were in orientation/mirroring. The results suggest that orientation plays a non-trivial role in acquisition of sign language phonology

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Herman, Rosalind, and Kate Rowley. "Assessments of Sign Language Development." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 98–108. http://dx.doi.org/10.31299/hrri.58.si.5.

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Since the late nineties, several assessments to track and assess sign language acquisition in deaf and hard of hearing (DHH) children have been developed and standardised for some sign languages (Herman, Rowley, Mason, & Morgan, 2014; Rosenburg, Lieberman, Caselli, & Hoffmeister, 2020). These assessments have provided important insights into how DHH children acquire sign language and how acquisition can be impacted by developmental or acquired disorders (Mason et al., 2010; Quinto-Pozos, Forber-Pratt, & Singleton, 2011). Moreover, the development of sign language assessments has enabled research studies to show associations between language, cognitive skills and literacy (Botting et al., 2017). The availability of sign language assessments has confirmed that DHH children from DHH, signing families achieve similar milestones in sign language as their hearing counterparts in spoken language. Yet the measures developed to date are insufficient for tracking bimodal bilingual development in DHH children, particularly as children progress through the later school years. This article reviews hitherto mentioned and new issues in test development and standardization related to the status of sign language research, the size and nature of the population of DHH signers, and tester issues with a specific focus on assessments used by practitioners rather than those designed for research purposes. References are made to the reasons why DHH children are at risk for language delay. A selection of different types of sign language test is presented. In the UK and elsewhere, many of the tests developed to date have focused on the earlier stages of language development. We therefore include a description of a UK project that is adapting an assessment for adolescent signers.

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Kolbe, Vera. "Open Science versus Data Protection – Challenges and Solutions in Sign Language Acquisition Studies." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 109–20. http://dx.doi.org/10.31299/hrri.58.si.6.

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Research within Deaf communities needs to adhere to the ethical requests of the partner communities involved. These ethical requests can be met via open science practices that are implemented in the project strategies of the European Commission. Open science refers to transparent, collaborative, and accessible research including citizen science. However, researchers studying the acquisition of sign languages are challenged by the General Data Protection Regulation implemented by the European Parliament. Researchers who study sign languages frequently handle personal data, i.e. video data. Such data cannot be fully pseudonymised since facial expressions contain relevant linguistic inputs and cannot be blurred. Hence, strict data protection measures are necessary, but these measures are contradictory to open science practices. How can we meet the demands of the data protection regulations, as well as enable open science practices. This article identifies strategies used in a sign language acquisition study involving more than 100 sign language videos of children’s narrations, which was conducted at the Department of Sign Language Pedagogy and Audio Pedagogy, Humboldt-Universität zu Berlin, Germany.

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Marschark, Marc. "Gesture and sign." Applied Psycholinguistics 15, no. 2 (April 1994): 209–36. http://dx.doi.org/10.1017/s0142716400005336.

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ABSTRACTThe relationship of gesticulation to speech has received considerable theoretical and empirical attention from investigators interested in the verbal status of gesture, its use in prelinguistic children, and the role of gestures in social and pragmatic communication. The relationship of gesticulation to sign language, in contrast, has received less attention. Although the gestures of deaf children have been investigated in the contexts of language acquisition and linguistic flexibility, the functions of gestures used by deaf versus hearing individuals have not been examined. One difficulty for such a study stems from the fact that gesture and sign language occur in the same modality. Gesture and sign are considered here with an eye toward determining those aspects of manual communication that are specific to users of signed languages and those in common with users of oral languages. This examination reveals that gestures produced by deaf individuals can be distinguished from the sign language in which they are embedded, both in terms of their privilege of occurrence and their semantic and pragmatic functions.

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Corina, David. "Sign language and the brain: Apes, apraxia, and aphasia." Behavioral and Brain Sciences 19, no. 4 (December 1996): 633–34. http://dx.doi.org/10.1017/s0140525x00043338.

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AbstractThe study of signed languages has inspired scientific' speculation regarding foundations of human language. Relationships between the acquisition of sign language in apes and man are discounted on logical grounds. Evidence from the differential hreakdown of sign language and manual pantomime places limits on the degree of overlap between language and nonlanguage motor systems. Evidence from functional magnetic resonance imaging reveals neural areas of convergence and divergence underlying signed and spoken languages.

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Chen Pichler, Deborah, Julie A. Hochgesang, Diane Lillo-Martin, and Ronice Müller de Quadros. "Conventions for sign and speech transcription of child bimodal bilingual corpora in ELAN." Language, Interaction and Acquisition 1, no. 1 (July 30, 2010): 11–40. http://dx.doi.org/10.1075/lia.1.1.03che.

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This article extends current methodologies for the linguistic analysis of sign language acquisition to cases of bimodal bilingual acquisition. Using ELAN, we are transcribing longitudinal spontaneous production data from hearing children of Deaf parents who are learning either American Sign Language (ASL) and American English (AE), or Brazilian Sign Language (Libras, also referred to as Língua de Sinais Brasileira/LSB in some texts) and Brazilian Portuguese (BP). Our goal is to construct corpora that can be mined for a wide range of investigations on various topics in acquisition. Thus, it is important that we maintain consistency in transcription for both signed and spoken languages. This article documents our transcription conventions, including the principles behind our approach. Using this document, other researchers can chose to follow similar conventions or develop new ones using our suggestions as a starting point.

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Brentari, Diane, Joshua Falk, and George Wolford. "The acquisition of prosody in American Sign Language." Language 91, no. 3 (2015): e144-e168. http://dx.doi.org/10.1353/lan.2015.0042.

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Hou, Lynn, and Jill P. Morford. "Using signed language collocations to investigate acquisition: A commentary on Ambridge (2020)." First Language 40, no. 5-6 (March 7, 2020): 585–91. http://dx.doi.org/10.1177/0142723720908075.

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The visual-manual modality of sign languages renders them a unique test case for language acquisition and processing theories. In this commentary the authors describe evidence from signed languages, and ask whether it is consistent with Ambridge’s proposal. The evidence includes recent research on collocations in American Sign Language that reveal collocational frequency effects and patterns that do not constitute syntactic constituents. While these collocations appear to resist fully abstract schematization, further consideration of how speakers create exemplars and how they link exemplar clouds based on tokens and how much abstraction is involved in their creation is warranted.

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Gullberg, Marianne. "Why Second Language Acquisition of sign languages matters to general SLA research." Language, Interaction and Acquisition 13, no. 2 (December 31, 2022): 231–53. http://dx.doi.org/10.1075/lia.22022.gul.

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Abstract SLA research is characterised by a striking homogeneity in the linguistic, social and geographical data we as a field draw on. Such empirical homogeneity is a potential threat to the validity and scope of our models and theories. This paper focuses on a particular gap in our knowledge, namely the SLA of sign languages. It outlines an argument as to why the SLA of sign matters to general SLA research in terms of the empirical representativity, generalisability, and validity of the conclusions in the field. It exemplifies three domains where the study of language acquisition across modalities could shed important light on theoretical issues in mainstream SLA/bilingualism research (e.g. learner varieties, explicit-implicit learning, and crosslinguistic influence), and highlight some of the methodological challenges involved in such work.

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SYLVANDER, Diana. "The impact of symbolic sign language on bilingual simultaneous language acquisition." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare 4, no. 1 (March 15, 2018): 31–54. http://dx.doi.org/10.26744/rrttlc.2018.4.1.05.

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Bailes, Cynthia Neese, Carol J. Erting, Lynne C. Erting, and Carlene Thumann-Prezioso. "Language and Literacy Acquisition through Parental Mediation in American Sign Language." Sign Language Studies 9, no. 4 (2009): 417–56. http://dx.doi.org/10.1353/sls.0.0022.

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Heslinga, Virginia R. "Balance Toward Language Mastery." Journal of Arts and Humanities 6, no. 01 (January 11, 2017): 32. http://dx.doi.org/10.18533/journal.v6i01.1077.

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<p style="direction: ltr;" align="center">Problems in attaining language mastery with students from diverse language backgrounds and levels of ability confront educators around the world. Experiments, research, and experience see positive effects of adding sign language in communication methods to pre-school and K-12 education. Augmentative, alternative, interactive, accommodating, and enriching strategies using sign language aid learners in balancing the skills needed to mastery of one language or multiple languages. Theories of learning that embrace play, drama, motion, repetition, socializing, and self-efficacy connect to the options for using sign language with learners in inclusive and mainstream classes. The methodical use of sign language by this researcher-educator over two and a half decades showed signing does build thinking skills, add enjoyment, stimulate communication, expand comprehension, increase vocabulary acquisition, encourage collaboration, and helps build appreciation for cultural diversity.</p>

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Leeson, Lorraine, and Beppie van den Bogaerde. "(What we don’t know about) Sign Languages in Higher Education in Europe: Mapping Policy and Practice to an analytical framework." Sociolinguistica 34, no. 1 (November 25, 2020): 31–56. http://dx.doi.org/10.1515/soci-2020-0004.

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AbstractThis paper focuses on issues related to sign language policies in Higher Educational Institutes (HEIs) in Europe. Drawing on the analytical framework proposed by Darquennes/Du Plessis/Soler (2020, i. e. this volume), which serves to address HEI language planning issues at macro, meso and micro levels, we carry out an inventory of how these issues play out for sign languages across Europe. Our investigation reveals the scarcity of information about sign language policies in HEIs, relating to both sign language as a language of instruction and as a subject of study. What becomes clear is that language planning activities (sign language acquisition, sign language status and corpus planning) are taking place in many countries but tend to go undocumented and unresearched. Given the increase in formal recognition of sign languages across Europe, coupled with the ratification of the UN’s Convention on the Rights of Persons with Disabilities (2006) by all EU member states, it would seem logical to expect that the status and prestige of sign languages would rise, with greater visibility of, and planning for, incorporation of sign languages in HEIs. However, the reality of the situation is unclear, suggesting the need for coordinated effort, supported by key pan-European bodies like the Council of Europe, the European Centre for Modern Languages and the European Commission, to ensure that sign language policy is on the agenda as parts of a rights-based response to deaf communities and the sign languages of Europe. Equally important is the need for European HEIs to embrace sign languages and ensure that they are part of the linguistic landscape. This will support and promote the status planning of sign languages and open up access to HEIs for deaf communities, a group that remains under-represented in academia.

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Thompson, Robin L., David P. Vinson, Bencie Woll, and Gabriella Vigliocco. "The Road to Language Learning Is Iconic." Psychological Science 23, no. 12 (November 12, 2012): 1443–48. http://dx.doi.org/10.1177/0956797612459763.

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An arbitrary link between linguistic form and meaning is generally considered a universal feature of language. However, iconic (i.e., nonarbitrary) mappings between properties of meaning and features of linguistic form are also widely present across languages, especially signed languages. Although recent research has shown a role for sign iconicity in language processing, research on the role of iconicity in sign-language development has been mixed. In this article, we present clear evidence that iconicity plays a role in sign-language acquisition for both the comprehension and production of signs. Signed languages were taken as a starting point because they tend to encode a higher degree of iconic form-meaning mappings in their lexicons than spoken languages do, but our findings are more broadly applicable: Specifically, we hypothesize that iconicity is fundamental to all languages (signed and spoken) and that it serves to bridge the gap between linguistic form and human experience.

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Rooijmans, Carola. "Aspecten in de Gebarentaalontwikkeling van Dove Kinderen van Dove en Horende Ouders." Toegepaste Taalwetenschap in Artikelen 53 (January 1, 1995): 61–69. http://dx.doi.org/10.1075/ttwia.53.06roo.

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Research has shown parallels in the development of linguistic aspects found in sign languages and spoken languages when acquired as a first language (Newport & Meier, 1985). Deaf children of deaf parents (DCDP) are exposed to sign language early and are able to acquire it effortlessly. However, only about 10% of deaf children have deaf parents. More commonly the deaf child is born into a hearing family. These hearing parents usually use a communication system in which spoken words are supported simultaneously with signs. Such a sign system differs considerably from a sign language as it is not a natural language. Deaf children of hearing parents (DCHP) come into contact with sign language when they go to a school for the deaf. Research indicates that DCHP do acquire sign language structures, but this acquisition is delayed (Knoors, 1992). In this study a description of the development of morpho-syntactic and lexical aspects of the Sign Language of the Netherlands is given. The sign language production of three DCDP is analysed every six months from 1;0 to 3;6. Furthermore, the sign language production of three DCHP at the age of 3;6 is compared with that of the DCDP at the same age. The study includes both general measures such as Mean Length of Utterance and Type/Token Ratio and aspects specific to sign languages such as the use of POINTS in two sign combinations. Recommendations will be made with respect to the improvement of observational research on language acquision of DCDP and DCHP.

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Hochgesang, Julie A. "Review of Baker & Woll (2008): Sign language acquisition." Sign Language and Linguistics 13, no. 2 (December 31, 2010): 235–40. http://dx.doi.org/10.1075/sll.13.2.09hoc.

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Chen Pichler, Deborah. "Word order variation and acquisition in American Sign Language." Sign Language and Linguistics 5, no. 1 (December 31, 2002): 89–97. http://dx.doi.org/10.1075/sll.5.1.10pic.

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SÜMER, Beyza, and Aslı ÖZYÜREK. "No effects of modality in development of locative expressions of space in signing and speaking children." Journal of Child Language 47, no. 6 (March 17, 2020): 1101–31. http://dx.doi.org/10.1017/s0305000919000928.

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AbstractLinguistic expressions of locative spatial relations in sign languages are mostly visually motivated representations of space involving mapping of entities and spatial relations between them onto the hands and the signing space. These are also morphologically complex forms. It is debated whether modality-specific aspects of spatial expressions modulate spatial language development differently in signing compared to speaking children. In a picture description task, we compared the use of locative expressions for containment, support, and occlusion relations by deaf children acquiring Turkish Sign Language and hearing children acquiring Turkish (age 3;5–9;11). Unlike previous reports suggesting a boosting effect of iconicity, and/or a hindering effect of morphological complexity of the locative forms in sign languages, our results show similar developmental patterns for signing and speaking children's acquisition of these forms. Our results suggest the primacy of cognitive development guiding the acquisition of locative expressions by speaking and signing children.

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Caselli, Naomi K., and Jennie E. Pyers. "The Road to Language Learning Is Not Entirely Iconic: Iconicity, Neighborhood Density, and Frequency Facilitate Acquisition of Sign Language." Psychological Science 28, no. 7 (May 30, 2017): 979–87. http://dx.doi.org/10.1177/0956797617700498.

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Iconic mappings between words and their meanings are far more prevalent than once estimated and seem to support children’s acquisition of new words, spoken or signed. We asked whether iconicity’s prevalence in sign language overshadows two other factors known to support the acquisition of spoken vocabulary: neighborhood density (the number of lexical items phonologically similar to the target) and lexical frequency. Using mixed-effects logistic regressions, we reanalyzed 58 parental reports of native-signing deaf children’s productive acquisition of 332 signs in American Sign Language (ASL; Anderson & Reilly, 2002) and found that iconicity, neighborhood density, and lexical frequency independently facilitated vocabulary acquisition. Despite differences in iconicity and phonological structure between signed and spoken language, signing children, like children learning a spoken language, track statistical information about lexical items and their phonological properties and leverage this information to expand their vocabulary.

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Bonvillian, John D., and Francine G. P. Patterson. "Early sign language acquisition in children and gorillas: vocabulary content and sign iconicity." First Language 13, no. 39 (October 1993): 315–38. http://dx.doi.org/10.1177/014272379301303903.

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Coryell, Judith, and Thomas K. Holcomb. "The Use of Sign Language and Sign Systems in Facilitating the Language Acquisition and Communication of Deaf Students." Language, Speech, and Hearing Services in Schools 28, no. 4 (October 1997): 384–94. http://dx.doi.org/10.1044/0161-1461.2804.384.

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With a historical context as a foundation, the current trends, practices, and perspectives regarding the manual component of educating deaf children is examined, including Manually Coded English systems and American Sign Language. As decisions are considered regarding various approaches to sign communication, it is necessary to investigate issues that support and also question the appropriateness of any given language/system. In addition to the sign language/systems, an equally important aspect is the instructional strategy that supports sign usage, such as Total Communication, Simultaneous Communication, and Bilingual Education. Issues affecting the selection and use of sign language/systems conclude this article.

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RINALDI, PASQUALE, and MARIA CRISTINA CASELLI. "Language development in a bimodal bilingual child with cochlear implant: A longitudinal study." Bilingualism: Language and Cognition 17, no. 4 (March 18, 2014): 798–809. http://dx.doi.org/10.1017/s1366728913000849.

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To address the negative effects of deafness on spoken language acquisition, many clinicians suggest using cochlear implant (CI) and oral education and advise against sign language, even when combined with spoken language (i.e., bilingualism), believing that it may slow down spoken language development. In a deaf child with CI who was exposed at an early age to Italian Sign Language and spoken Italian, we evaluated language development and the relationship between the two languages. The number of words/signs produced by the child consistently increased with age, and the vocabulary growth rate in spoken Italian was equivalent to that of hearing peers. Before CI, the child relied almost exclusively on sign language; after CI, he gradually shifted to spoken Italian yet still used sign language when unable to retrieve words in spoken Italian. We conclude that bimodal bilingualism may scaffold the development of spoken language also in deaf children with CI.

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Gates, Ginger E., and Ron P. Edwards. "Acquisition of American sign language versus Amerind signs in a mentally handicapped sample." Journal of Communication Disorders 22, no. 6 (January 1989): 423–35. http://dx.doi.org/10.1016/0021-9924(89)90035-x.

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Haug, Tobias. "Review of Sign language Assessment Instruments." Language Acquisition 8, no. 1-2 (December 31, 2005): 61–98. http://dx.doi.org/10.1075/sll.8.1.04hau.

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This article reviews and discusses existing sign language assessment instruments and those that are still under development. There are three groupings of sign language assessments: (1) instruments to assess and monitor the process of sign language acquisition in deaf children, (2) assessments for educational purposes, and (3) instruments for linguistic research. These will be discussed individually with regard to a range of issues, such as target age group, linguistic content of the assessment instrument, background of the instrument and development, usability and availability, and strengths and weaknesses. The article concludes with an evaluation of the reviewed instruments.

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Weisberg, Jill, Shannon Casey, Zed Sevcikova Sehyr, and Karen Emmorey. "Second language acquisition of American Sign Language influences co-speech gesture production." Bilingualism: Language and Cognition 23, no. 3 (May 15, 2019): 473–82. http://dx.doi.org/10.1017/s1366728919000208.

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AbstractPrevious work indicates that 1) adults with native sign language experience produce more manual co-speech gestures than monolingual non-signers, and 2) one year of ASL instruction increases gesture production in adults, but not enough to differentiate them from non-signers. To elucidate these effects, we asked early ASL–English bilinguals, fluent late second language (L2) signers (≥ 10 years of experience signing), and monolingual non-signers to retell a story depicted in cartoon clips to a monolingual partner. Early and L2 signers produced manual gestures at higher rates compared to non-signers, particularly iconic gestures, and used a greater variety of handshapes. These results indicate susceptibility of the co-speech gesture system to modification by extensive sign language experience, regardless of the age of acquisition. L2 signers produced more ASL signs and more handshape varieties than early signers, suggesting less separation between the ASL lexicon and the co-speech gesture system for L2 signers.

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Bernardino, Elidéa Lúcia Almeida. "The value of interaction in the acquisition of a sign language." Revista Brasileira de Linguística Aplicada 14, no. 4 (December 2014): 769–98. http://dx.doi.org/10.1590/1984-639820146070.

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The acquisition of a sign language as a first language is a subject that is also of interest to researchers from many fields of study. This acquisition is significant for both deaf children of deaf parents as well as those of hearing parents, who consequently have late access to a language like Brazilian Sign language (Libras). The present study describes a test conducted with a pair of deaf twins who have hearing parents and who had their first contact with Libras at 5 years of age. However, upon being tested less than three years later, the twins showed a performance in Libras that was comparable to a deaf child of deaf parents. Although inconclusive, this study seeks to show the value of a continuous interlocutor, together with a genuine communicative interaction beginning from childhood, as commonly occurs with deaf twins, in the acquisition of a sign language.

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Fajrinur, Fajrinur. "Infant Language Acquisition (A Case Study on Bilingualism)." English LAnguage Study and TEaching 2, no. 2 (December 26, 2021): 17–25. http://dx.doi.org/10.32672/elaste.v2i2.3692.

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The purpose of this study is to describe a language development at a very young age. The method of the study was descriptive method. The data was collected from NR who was 1.2 years old girl. In collecting the data, the researcher observed her interaction at home and interviewed NR and her mother. Every word the researchers understand from her was written down, described, and classified. From the data, the researcher concluded that NR understood and spoke both languages equally. She used the same amount of words from both Bahasa Indonesia and Acehnese.She also showed the ability to differentiate between the two languages when she talked. She can easily switch from one language to another depend on who she was taking to. This shows an early sign of bilingualism.

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Patil, Prof Kirti. "Sign Language Detection using CNN Model." International Journal for Research in Applied Science and Engineering Technology 12, no. 5 (May 31, 2024): 4125–31. http://dx.doi.org/10.22214/ijraset.2024.62528.

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Abstract: Sign Language is mainly used by deaf (hard hearing) and dumb people to exchange information between their own community and with other people. It is a language where people use their hand gestures to communicate as they can’t speak or hear. Sign Language Recognition (SLR) deals with recognizing the hand gestures acquisition and continues till text or speech is generated for corresponding hand gestures. Here hand gestures for sign language can be classified as static and dynamic. Deep Learning Computer Vision is used to recognize the hand gestures by building Deep Neural Network architectures (Convolution Neural Network Architectures) where the model will learn to recognize the hand gestures images over an epoch.

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Bonvillian, John D., and Theodore Siedlecki. "Young Children's Acquisition of the Movement Aspect in American Sign Language." Journal of Speech, Language, and Hearing Research 41, no. 3 (June 1998): 588–602. http://dx.doi.org/10.1044/jslhr.4103.588.

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The acquisition of the movement aspect of American Sign Language signs was examined longitudinally in 9 young children of deaf parents. During monthly home visits, the parents demonstrated on videotape how their children formed the different signs in their lexicons. The parents also demonstrated how they formed or modeled these same signs. Overall, the children correctly produced 61.4% of the movements that were present in the adult sign models. Although the production accuracy of the movement aspect of signs did not improve over the course of the study, the number and complexity of movements produced by the children did increase as they got older and their vocabularies grew in size. Of the different sign movements, contacting action was by far the most frequently produced. The children were also relatively successful in their production of closing action and downward movement. The order of acquisition for the remaining ASL movements, however, was quite variable, with the exception that bidirectional movements tended to be produced more accurately than unidirectional movements. The relationship between children's early rhythmical motor behaviors and the development of sign movements is discussed.

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Journal articles on the topic 'Sign language acquisition'

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