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的幼聋儿童（CI）和聋哑家庭的幼聋儿童（codas）的手语和口语来研究双模双语的发展。大多数对患有CIs的聋儿进行的研究都集中在他们的口语发展上，无论他们是只进行口语交流还是进行全面交流。然而，没有人将手语和口语作为儿童双语的两种系统进行研究，并将它们与自然的结语双语情况进行比较。本研究还比较了英语和美国手语（ASL）、巴西葡萄牙语（BP）和巴西手语（LSB）两种语言对的双峰双语发展。通过在研究中包括两对，研究的目的是更大程度的概括性和更好地理解特定语言对发展过程的影响。本研究利用纵向自发产生数据和对1岁、6个月和7岁儿童的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具有CI的手语聋儿的每种形态的发展？问题2：具有完全可访问输入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：早期接受双峰输入的CIs聋儿的语言发展在多大程度上与听力双峰双语者（codas）相似？公共卫生相关性：该项目询问植入人工耳蜗的失聪儿童是否能像家庭使用两种语言的正常儿童一样，同时掌握口语和手语两种语言。对于家长和教育工作者来说，了解这种双语环境的发展方式是至关重要的，这样他们就可以做出明智的选择。

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.