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（CI）的年轻聋哑儿童和聋哑家庭（codas）中的年轻听力儿童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他们的口语语言的发展，无论他们是在口头或总的沟通方案与CI聋儿进行。然而，没有人研究过手语和口语作为儿童双语的两个系统的发展，将它们与codas的自然双语情况进行比较。这项研究还通过比较两种语言对的双峰双语发展开辟了新天地：英语和美国手语（ASL），巴西葡萄牙语（BP）和巴西手语（LSB）。通过在研究中包括两对，研究旨在更大程度的概括性和更好地了解特定语言对发展过程的影响。本研究使用纵向自发生产数据和实验任务与1岁，6个月和7岁之间的儿童，以解决以下三个主要问题：问题1：如何早期接触手语和口语影响发展的每一种方式在签署聋儿CI？问题2：双模态双语者在完全可及输入的情况下，其语言发展是否受到与单模态双语者相似的限制？问题三：接受早期双模态输入的CI聋儿的语言发展在多大程度上与听力双模态双语者相似？公共卫生相关性：该项目探讨的问题是，植入人工耳蜗的失聪儿童是否可以成为口语和手语的双语者，就像听力正常的儿童如果他们的家庭使用两种语言，就可以成为口语和手语的双语者一样。家长和教育工作者必须了解这种双语情况的发展方式，以便他们能够做出明智的选择。

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.