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

项目总结/摘要 该项目跟踪手语和口语的习得，以及非语言领域 听力正常的父母正在学习美国手语（ASL）的年轻聋哑儿童， 此外，它还记录了父母学习美国手语的过程。它的独特之处在于对儿童的关注 其输入包括流利的ASL签名者和自己开始学习的父母;以及 追踪父母和孩子的成长这一主题对《公约》的执行至关重要， 天生失聪儿童的福利。即使有了人工耳蜗等听力技术， 一般来说，他们在语言、认知和学术领域的听力都落后于同龄人。有 关于签署协定对缩小这一差距的潜在效用，存在着相当多的辩论。但此前的 对失聪父母从出生起就与他们打手语的孩子的研究表明， 语言可以为进一步发展奠定坚实基础。这里要解决的问题是 对刚开始学习手语的父母进行广泛的早期教育， 在以学校为基础的项目中，也可以为聋哑儿童更普遍的情况提供一个桥梁， 出生在听力正常的家庭。该项目将招募聋哑儿童的听力父母参加的家庭 他们在聋哑学校的幼儿教育项目中采用了双模态双语教学法， 儿童和家长可以输入美国手语和英语口语。第一项研究将包括家庭 从几个不同的学校，从事数据收集博览会期间，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的美国手语的发展， 细节，以及儿童的英语发展，认知发展的几个非语言领域， 社会情感发展第二项研究将采取纵向方法，增加一名ASL专家 访问参与家庭，以便提供额外的投入和指导， 学校语言样本和其他数据将在6周“开”和6周“关”阶段收集， 以评估这种干预的有效性。分析将从记录两个方面的发展开始 儿童和家长，因为没有信息可供参考;进一步的分析将检查语言的发展情况 在家庭中，并检查父母和儿童ASL，儿童符号和 语言、儿童语言和非语言领域。

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.