Family ASL: Bimodal Bilingual Acquisition by Deaf Children of Hearing Parents

家庭 ASL：听力正常父母的聋哑儿童双语习得

• 批准号: 10456325
• 负责人: Diane Carolyn Lillo-Martin
• 金额: $ 56.97万
• 依托单位: UNIVERSITY OF CONNECTICUT STORRS
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-10 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10456325
• 关键词: Address; Age; American Sign Language; Area; Birth; Child; Child Development; Child Language; Child Welfare; Cochlear Implants; Cognitive; Communication; Data; Data Collection; Development; Effectiveness of Interventions; Emotional; Enrollment; Evaluation; Exposure to; Family; Fright; Growth; Health; Hearing; Instruction; Intake; Intervention; Language; Language Development; Language Tests; Lead; Learning; Life; Longitudinal Studies; Manual Communication; Nature; Outcome; Parents; Performance; Phase; Process; Recording of previous events; Research; Role; Sampling; Schools; Sign Language; Solid; Specialist; Speech; Standardization; Technology; Testing; Visit; Work; base; bilingualism; cognitive development; course development; deaf; early childhood; early satiety; effectiveness evaluation; experience; follow-up; improved; insight; natural language; normal hearing; peer; programs; recruit; social; success; theories

Project Summary/Abstract This project tracks the acquisition of both signed and spoken language, as well as areas of non-linguistic development, by young deaf children whose hearing parents are learning American Sign Language (ASL) with them, and in addition it documents the parents’ process of learning ASL. It is unique in its focus on children whose input includes both fluent ASL signers and parents who are beginning learners themselves; as well as in its tracking of the parents’ development alongside their children. The topic is of critical importance for the well-being of children born deaf. Even with hearing technology such as cochlear implants, deaf children generally start off behind their peers with normal hearing in language, cognitive, and academic areas. There is considerable debate regarding the potential usefulness of signing to close this gap. However, previous research with children whose deaf parents sign with them from birth shows that early exposure to a full, natural language can form a solid base on which to build further development. The question addressed here is whether extensive early input to parents who are just learning to sign, alongside a bimodal bilingual approach in school-based programs, can also provide a bridge for the much more prevalent situation when deaf children are born into hearing families. The project will recruit families in which hearing parents of deaf children enroll them in early childhood programs at school for the deaf employing a bimodal bilingual approach, where children and parents are provided input in ASL as well as spoken English. The first study will include families from several different schools, engaging in data collection Fairs during which both standardized and lab- developed tests will be administered. These tests will examine children’s and parents’ development of ASL in detail, as well as children’s development in English, several non-linguistic areas of cognitive development, and social-emotional development. The second study will take a longitudinal approach that adds an ASL Specialist to visit participating families in order to provide additional input and instruction above what they receive from school. Language samples and other data will be collected during both 6-week ‘on’ and 6-week ‘off’ phases, in order to assess the effectiveness of this intervention. Analyses will start with documenting development in both children and parents, as there is no information to refer to; further analyses will examine language growth within families, and examine developmental relationships between parental and child ASL, child sign and speech, and child language and non-linguistic areas.

项目摘要/摘要 该项目跟踪手语和口语的习得，以及非语言领域的习得 听力正常的父母正在学习美国手语(ASL)的年幼失聪儿童的发展 此外，它还记录了父母学习ASL的过程。它的独特之处在于它对儿童的关注 其输入既包括流利的美国手语签名者，也包括自己开始学习的父母；以及 在跟踪父母和他们的孩子的发展方面。这一话题对 先天失聪儿童的幸福。即使有人工耳蜗等听力技术，聋儿 在语言、认知和学术领域，他们通常在听力正常的情况下落后于同龄人。的确有 就签署协议以缩小这一差距的潜在有用性展开了相当大的辩论。但是，以前的 对聋人父母从出生起就与其打手势的儿童进行的研究表明，早期接触全面、自然的 语言可以形成坚实的基础，在此基础上进一步发展。这里要解决的问题是 对于刚开始学习手语的父母，以及双峰双语方法，是否有广泛的早期投入 在校本课程中，也可以为失聪儿童更普遍的情况提供一座桥梁 出生在听力正常的家庭。该项目将招募听力正常的聋儿父母参加的家庭 他们在聋校的早期儿童项目中采用双峰双语方法，其中 为儿童和家长提供美国手语和英语口语的输入。第一项研究将包括家庭 来自几所不同的学校，参加数据收集博览会，在此期间，标准化和实验室- 将进行开发的测试。这些测试将检查儿童和父母在#年ASL的发展 细节，以及儿童在英语方面的发展，认知发展的几个非语言领域，以及 社会-情感发展。第二项研究将采取纵向研究方法，增加一名ASL专家 拜访参与的家庭，以便提供比他们所收到的更多的投入和指导 学校。语言样本和其他数据将在为期6周的“开启”和6周的“关闭”阶段收集，在 以评估这一干预措施的有效性。分析将从记录这两个方面的发展开始 儿童和父母，因为没有信息可供参考；进一步的分析将检查语言增长 在家庭内部，并检查父母和孩子之间的发展关系ASL，孩子的符号和 语言、儿童语言和非语言领域。