Deaf and Hearing American Sign Language-English Bilinguals: Typical Bilingual Language Development.
Journal
Journal of deaf studies and deaf education
ISSN: 1465-7325
Titre abrégé: J Deaf Stud Deaf Educ
Pays: United States
ID NLM: 9889915
Informations de publication
Date de publication:
18 09 2023
18 09 2023
Historique:
received:
23
08
2022
revised:
15
03
2023
accepted:
02
06
2023
pmc-release:
29
07
2024
medline:
25
9
2023
pubmed:
30
7
2023
entrez:
29
7
2023
Statut:
ppublish
Résumé
Some studies have concluded that sign language hinders spoken language development for deaf and hard-of-hearing (DHH) children even though sign language exposure could protect DHH children from experiencing language deprivation. Furthermore, this research has rarely considered the bilingualism of children learning a signed and a spoken language. Here we compare spoken English development in 2-6-year-old deaf and hearing American Sign Language-English bilingual children to each other and to monolingual English speakers in a comparison database. Age predicted bilinguals' language scores on all measures, whereas hearing status was only significant for one measure. Both bilingual groups tended to score below monolinguals. Deaf bilinguals' scores differed more from monolinguals, potentially because of later age of and less total exposure to English, and/or to hearing through a cochlear implant. Overall, these results are consistent with typical early bilingual language development. Research and practice must treat signing-speaking children as bilinguals and consider the bilingual language development literature.
Identifiants
pubmed: 37516457
pii: 7231522
doi: 10.1093/deafed/enad026
pmc: PMC10516340
doi:
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
350-362Subventions
Organisme : NIDCD NIH HHS
ID : R01 DC016901
Pays : United States
Organisme : NIH HHS
ID : R01DC009263
Pays : United States
Informations de copyright
© The Author(s) 2023. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.
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