Development of Bimodal Bilingualism

项目概要 该项目通过研究手语来调查双峰双语的发展 植入人工耳蜗 (CI) 的年幼聋哑儿童和青少年的语言和口语 聋人家庭中的听力儿童（尾声）。大多数研究都是针对患有 CI 的聋哑儿童进行的 专注于口语的发展，无论是纯口语还是全口语 通讯程序。然而，没有人研究过手语和手语的发展。 口语作为儿童双语的两个系统，将它们与自然双语进行比较 尾声的情况。 这项研究还通过比较双峰的发展开辟了新天地 两种语言对的双语：英语和美国手语 (ASL) 以及巴西语 葡萄牙语 (BP) 和巴西手语 (LSB)。通过在研究中纳入两对 研究的目的是为了更大程度的普遍性和更好地理解其影响 特定语言的发展过程。 该研究使用纵向自发生产数据和实验数据 针对 1 岁、6 个月和 7 岁儿童的任务，以解决以下问题 三个主要问题： 问题 1：早期接触手语和口语有何影响 为聋哑儿童签署 CI 的每种方式的发展？ 问题2：双峰双语者的语言发展是否具有完全无障碍的输入 以类似于单峰双语者的方式受到限制？ 问题3：患有CI的聋哑儿童的语言发展程度如何？ 接收早期双模态输入是否类似于听到双模态双语者（尾声）？

PROJECT SUMMARY This project investigates the development of bimodal bilingualism by studying sign language and spoken language in young deaf children with a cochlear implant (CI) and young hearing children in deaf families (codas). Most research conducted with deaf children with CIs has focused on their development of spoken language, whether they are in oral-only or total communication programs. However, none has examined the development of sign language and spoken language as two systems of a child bilingual, comparing them with the natural bilingual situation of codas. This study also breaks new ground by comparing the development of bimodal bilingualism in two language pairs: English and American Sign Language (ASL), and Brazilian Portuguese (BP) and Brazilian Sign Language (LSB). By including two pairs in the study the research aims for a greater degree of generalizability and a better understanding of the effects of particular languages on the process of development. The research uses both longitudinal spontaneous production data and experimental tasks with children between the ages of 1 year, 6 months and 7 years to address the following three major questions: Question 1: How does early exposure to Sign Language and spoken language affect development in each modality in signing deaf children with a CI? Question 2: Is the language development of bimodal bilinguals with fully accessible input constrained in ways similar to that of unimodal bilinguals? Question 3: To what extent does the linguistic development of deaf children with CIs who receive early bimodal input resemble that of hearing bimodal bilinguals (codas)?