Development of Bimodal Bilingualism

描述(由申请人提供)：本项目通过研究植入人工耳蜗者(CI)和聋人家庭中的听力儿童(CodA)的手语和口语来调查双峰双语的发展。大多数研究都集中在听力障碍儿童的口语发展上，无论他们是在纯口语还是完全交流项目中。然而，没有人研究手语和口语作为儿童双语的两个系统的发展，并将它们与自然的眼镜蛇双语情况进行比较。这项研究还通过比较英语和美国手语(ASL)和巴西葡萄牙语(BP)和巴西手语(LSB)两种语言对双峰双语的发展情况，取得了新的进展。通过将两对语言纳入研究，本研究旨在更大程度地概括和更好地理解特定语言在发展过程中的影响。本研究使用1岁、6个月和7岁儿童的纵向自发生产数据和实验任务来解决以下三个主要问题：问题1：早期接触手语和口语如何影响患有CI的聋儿的每种形式的发展？问题2：输入完全可及的双峰双语者的语言发展是否受到与单峰双语者相似的限制？问题3：接受早期双峰输入的顺式耳聋儿童的语言发展在多大程度上与听力双峰双语者相似？公共卫生相关性：该项目询问植入人工耳蜗的聋哑儿童是否可以掌握口语和手语，就像听力正常的儿童如果他们的家庭使用两种语言，他们也可以在言语和手语方面掌握双语一样。对于家长和教育工作者来说，了解这种双语情况的发展方式是至关重要的，这样他们才能在知情的情况下做出选择。

DESCRIPTION (provided by applicant): 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)? PUBLIC HEALTH RELEVANCE: This project asks whether deaf children who have a cochlear implant can become bilingual in both spoken language and sign language in the same way that hearing children can become bilingual in speech and sign if their families use both languages. It is crucial for parents and educators to know about the ways in which this kind of bilingual situation can progress so that they can make informed choices.