Language Development and Socialization of deaf children in a Chatino village

描述（由申请人提供）：对来自农村非西方社区几代人大家庭的聋哑儿童的手语发展和社会化过程知之甚少。本项目试图填补差距的纵向，实证调查的手语发展和社会化的聋人和听力儿童在Chatino村。圣胡安基亚希杰村及其外围的哈姆雷特村Cieneguilla共有3 628名居民，其中有10名聋人，包括4名幼儿。聋人使用Chatino手语（CSL），这是一种新兴的手语，与墨西哥城市地区聋人使用的传统手语无关。项目的重点儿童为听力照顾者的4名聋儿（3个家庭）和混合听力照顾者的4名听力儿童，即父母一方为聋哑人，一方为听力人（3个家庭）;所有儿童的年龄范围为2;0 - 6;0.聋人没有接受过任何正规教育，也没有接受过口头语言技能培训。聋人通过一个扩展的社会网络相互认识。虽然相当大的词汇差异存在于聋人签名的家庭，许多CSL的迹象重叠，由于共享的共同语言的手势和聋人和听力社区成员之间的迹象。该项目将制作一个大型的视频和音频记录数据库，记录聋人和听力正常儿童及其家庭在日常生活中的自然互动和诱发互动，沿着连续9个月的实地调查，首次描述聋人和听力正常儿童的手语发展和语言社会化。纵向参与者观察，玩具，图片和书籍的启发方法，以及每月半结构化访谈将被用来记录儿童手语学习环境中的语言和交际实践。本研究将分析来自6个家庭的共6个小时的自然数据（3小时）和引出数据（3小时），以比较儿童和他们的成年人 照顾者和其他高频互动方面（1）沟通行为，包括启动，注意，和凝视和（2）词汇和语法结构的签署者， 输出，用于评估沟通的组织，类型的internationalroutines，输入的来源，以及在儿童的CSL的发展中的互动者的作用的深度和程度。访谈将进行产生粗略的transanimation和知情的描述样本的会话事件，以促进元语言的讨论儿童的迹象，并促进家庭的信仰，态度和知识的讨论养育子女，语言和认知发展，耳聋的口语和手语，和教育。研究语言和交际习惯的文化组织，以及塑造儿童手语发展的社会语言和环境因素，可以更好地了解儿童对新手语的出现和发展的贡献。

DESCRIPTION (provided by applicant): Little is known about the process of sign language development and socialization of deaf and hearing children from extended families of several generations in rural, non-Western communities. This project attempts to fill in the gap with a longitudinal, empirical investigation of sign language development and socialization of deaf and hearing children in a Chatino village. The village, San Juan Quiahije and its outlying hamlet, Cieneguilla, is home to 10 deaf people, including 4 young children, out of a population of 3,628 inhabitants. The deaf people use Chatino Sign Language (CSL), an emerging sign language that is not related to a conventional sign language that is used by deaf people in urban areas of Mexico. The focal children of the project are 4 deaf children of hearing caregivers (3 families) and 4 hearing children of mixed deaf-hearing caregivers, i.e. one deaf parent and one hearing parent (3 families); the ages of all children range from 2;0 to 6;0. The deaf people have not received any formal schooling and have had no training in oral language skills. The deaf people know each other through an extended social network. Although considerable lexical variation exists across families of deaf signers, many CSL signs overlap due to the sharing of co-speech gestures and signs between deaf and hearing community members. The project will produce a large corpus of video- and audio-recorded data of naturalistic and elicited interactions in CSL between deaf and hearing children and their families in their everyday lives, along with a first-pass description of deaf and hearing children's sign language development and language socialization based on 9 consecutive months of fieldwork. Longitudinal participant observations, elicitation methods with toys, pictures, and books, and semi-structured interviews on a monthly basis will be utilized to document language and communicative practices in the sign language-learning environment of the children. A total of six hours of naturalistic data (3 hours) and elicited data (3 hours) from 6 families will be analyzed for comparing the children and their adult caregivers and other high-frequency interactants with respect to (1) communicative behavior including initiation, attention, and gaze and (2) lexical and grammatical structure of the signers' output, for assessing the organization of the communication, types of interactional routines, the sources of input, and the depth and extent of the role of the interactants in the children's development of CSL. Interviews will be conducted to produce rough transcriptions and informed descriptions of samples of conversational events, to prompt metalinguistic discussion of the children's signs, and to prompt discussion of the families' beliefs, attitudes, and knowledge about child-rearing, language and cognitive development, deafness spoken and signed languages, and education. Examining the cultural organization of language and communicative practices, and the social linguistic and environment factors that shape the children's sign language development can provide a better understanding of the children's contribution to the emergence and development of new sign languages.