Development of Bimodal Bilingualism

项目总结 本课题通过对符号的研究来考察双峰双语的发展 人工耳蜗术后聋儿和青少年儿童的语言和口语 聋人家庭中的听力障碍儿童(耳聋儿童)。大多数研究是在患有顺式耳聋的儿童中进行的 专注于他们口语的发展，无论他们是纯口语还是完全口语 通信程序。然而，没有人研究过手语的发展和 口语作为儿童双语的两个系统，与自然双语进行比较 眼镜蛇的情况。 这项研究还通过比较双峰模式的发展情况取得了新的突破 掌握两种语言：英语和美国手语(ASL)和巴西手语 葡萄牙语(BP)和巴西手语(LSB)。通过在研究中包括两个配对 研究的目标是更大程度的概括性和对影响的更好理解 关于发展过程中的特定语言。 这项研究使用了纵向自然生产数据和实验数据 1岁6个月至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什么影响 失聪儿童与CI签约的每种方式的发展情况？ 问题2：双峰双语者的语言发展是否具有完全可及的输入 限制的方式类似于单峰双语者？ 问题3：智障儿童的语言发展到什么程度？ 接受早期双峰输入类似于听力双峰双语者(尾巴)？

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)?