let them speak or sign their language
lofa
lofa4 at hotmail.com
Tue Feb 25 07:40:46 UTC 2014
Hello,
There are an awful lot of people in France with more experience than I have in this. But I have seen it done by experienced signers: signing on top of oral French and it bears a different name, it’s no longer sign language, but signed French because the syntax is different ( and true sign language involves more bodily expression). Otherwise, signs are being used to reinforce names or verbs (singly signed in a sentence), as with hearing children presenting language delay.
Kind regards,
Véronique Devianne
From: Roberta Golinkoff
Sent: Tuesday, February 25, 2014 2:39 AM
To: info-childes at googlegroups.com
Subject: Re: Help: let them speak or sign their language
Gisela - just getting back to this thread which I find very illuminating. May I ask how you recommend kids get the bilingual input? Is there a way to do this simultaneously -- offering sign and oral input at the same time?
Many thanks!
Roberta
On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <gisela.szagun at googlemail.com> wrote:
Hi Aliyah,
reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children.
1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life.
We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained.
2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation:
Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age at implantation, social and linguistic environment on language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55, 1640-1654.
In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children.
Best wishes,
Gisela
On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN <aliyah.morgenstern at gmail.com> wrote:
Thank you Denis!
Best,
Aliyah
Le 10 déc. 2013 à 00:22, Denis Donovan a écrit :
Actually, 3 years may be VERY VERY late. Consider:
Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913).
Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants’ inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39).
Best,
Denis Donovan
Denis M. Donovan, M.D., M.Ed., F.A.P.S.
Director, EOCT Institute
Medical Director, 1983 - 2006
The Children's Center for Developmental Psychiatry
St. Petersburg, Florida
P.O Box 47576
St. Petersburg, FL 33743-7576
Phone: 727-641-8905
DenisDonovan at EOCT-Institute.org
dmdonovan1937 at gmail.com
On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote:
thanks a lot!
Le 9 déc. 2013 à 13:45, Isa Barriere a écrit :
Salut Aliyah,
Here you are:
deborah.pichler at gallaudet.edu
Isabelle
On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere <barriere.isa at gmail.com> wrote:
Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue:
Spoken language development in native signing children with cochlear implants
K. Davidson, D. Lillo-Martin, D. Chen Pichler
Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure.
Isabelle Barriere, PhD
On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff <erikachoff at gmail.com> wrote:
Dear all,
I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because
(a) when you take your implant off to swim, shower, etc. you are deaf.
(b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf.
(c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it.
Erika Hoff
On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff <Roberta at udel.edu> wrote:
Hi Aliyah!
Sorry to be late in joining the party!
For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of.
For your second questions, there will be an SRCD Social Policy report:
McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014.
We addressed four questions:
1. What are the broad social and historical contexts of multilingual learners in the United States?
2. What does a multilingual family look like?
3. What lessons learned with monolingual children can be applied to multilingual children?
4. What contexts support learning multiple languages?
I think this will be very helpful to you Aliyah, when it emerges.
All best and happy holidays to you and all my other language friends!
Roberta
On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf <eileen.graf at googlemail.com> wrote:
Dear Aliyah,
You might find these helpful:
[1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development:
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract
[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education.
Best,
Eileen
On 26 November 2013 15:01, Marinova-Todd, Stefka <stefka at audiospeech.ubc.ca> wrote:
Dear Aliyah,
I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some.
Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context):
1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200.
2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64.
3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press.
4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24.
I hope those are of use to you.
Best,
Stefka
-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN
Sent: November 26, 2013 1:55 PM
To: info-childes at googlegroups.com
Subject: Help: let them speak or sign their language
Dear info-childes,
I need to find good scientific proof it you think it is relevant and exists that
1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal);
2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in;
Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together!
Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days!
Best,
Aliyah
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