<html><head></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">Thank you Roberta,<div>this will indeed be very helpful.</div><div>I wil make a syntesis of everything we have accumulated thanks to the community in January when things will be les hectic (I hope!).</div><div>My very best,</div><div>Aliyah</div><div><br><div><div>Le 8 déc. 2013 à 21:28, Roberta Golinkoff a écrit :</div><br class="Apple-interchange-newline"><blockquote type="cite"><div dir="ltr"><div><div><div>Hi Aliyah!<br><br></div><div>Sorry to be late in joining the party!<br><br>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. <br>
</div><div><br>For your second questions, there will be an SRCD Social Policy report:<br><br><span style="font-family:Helvetica">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.<span> </span><i>Social Policy Report, </i>Society for
Research in Child Development. It will hopefully come out early in 2014.<br><br></span></div><span style="font-family:Helvetica">We addressed four questions:<br><br></span>
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</style><p class="MsoNormal" style="text-indent:0.5in;line-height:200%"><span style="line-height:200%;font-family:"Times New Roman"">1.
What are the broad social and historical contexts of multilingual learners in
the United States?</span></p><p class="MsoNormal" style="text-indent:0.5in;line-height:200%"><span style="line-height:200%;font-family:"Times New Roman"">2.
What does a multilingual family look like?<span style="">
</span></span></p><p class="MsoNormal" style="text-indent:0.5in;line-height:200%"><span style="line-height:200%;font-family:"Times New Roman"">3.
What lessons learned with monolingual children can be applied to multilingual
children?</span></p><p class="MsoNormal" style="text-indent:0.5in;line-height:200%"><span style="line-height:200%;font-family:"Times New Roman"">4.
What contexts support learning multiple languages? </span></p>
I think this will be very helpful to you Aliyah, when it emerges.<br><br></div>All best and happy holidays to you and all my other language friends!<br></div>Roberta<br>
</div><div class="gmail_extra"><br><br><div class="gmail_quote">On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf <span dir="ltr"><<a href="mailto:eileen.graf@googlemail.com" target="_blank">eileen.graf@googlemail.com</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="ltr"><div><span style="line-height:14px;font-family:tahoma,sans-serif">Dear Aliyah,</span><br></div><div><span style="line-height:14px;font-family:tahoma,sans-serif"><br>
</span></div>
<div><span style="line-height:14px;font-family:tahoma,sans-serif">You might find these helpful:</span></div><font face="tahoma, sans-serif"><font color="#000000"><span style="line-height:14px"><div><font color="#000000"><span style="line-height:14px"><br>
</span></font></div>[1] </span><span style="line-height:19.488636016845703px">Place, Silvia & Hoff, Erika (2011). </span></font><font color="#000000"><span style="line-height:14px">Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development:</span></font></font><div>
<font color="#000000" face="tahoma, sans-serif"><font><span style="line-height:13.991477012634277px"><a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract" target="_blank">http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract</a></span></font><br>
</font></div><div><font face="tahoma, sans-serif"><br></font></div><div><p style="margin:0px 0px 1.6em;padding:0px;border:0px;outline:0px;vertical-align:baseline;line-height:18px"><em style="line-height:18px;margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline"><font face="tahoma, sans-serif"><font color="#000000"><span style="font-style:normal;line-height:17.09375px">[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. </span><a title="http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract" href="http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract" style="line-height:17.099999999999998px" target="_blank">Journal of Deaf Studies and Deaf Education</a><span style="font-style:normal;line-height:17.09375px">.</span></font></font></em><br>
</p></div><div><font color="#000000" face="Arial, Lucida Grande, Geneva, Verdana, Helvetica, Lucida Sans Unicode, sans-serif"><span style="line-height:13.991477012634277px">Best,</span></font></div><div><font color="#000000" face="Arial, Lucida Grande, Geneva, Verdana, Helvetica, Lucida Sans Unicode, sans-serif"><span style="line-height:13.991477012634277px">Eileen</span></font></div>
<div><font color="#000000" face="Arial, Lucida Grande, Geneva, Verdana, Helvetica, Lucida Sans Unicode, sans-serif"><span style="line-height:13.991477012634277px"><br></span></font></div><div><br></div></div><div><div class="h5">
<div class="gmail_extra">
<br><br><div class="gmail_quote">On 26 November 2013 15:01, Marinova-Todd, Stefka <span dir="ltr"><<a href="mailto:stefka@audiospeech.ubc.ca" target="_blank">stefka@audiospeech.ubc.ca</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
Dear Aliyah,<br>
<br>
I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some.<br>
<br>
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):<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
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.<br>
<br>
I hope those are of use to you.<br>
Best,<br>
Stefka<br>
<div><div><br>
<br>
-----Original Message-----<br>
From: <a href="mailto:info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a> [mailto:<a href="mailto:info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a>] On Behalf Of Aliyah MORGENSTERN<br>
Sent: November 26, 2013 1:55 PM<br>
To: <a href="mailto:info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a><br>
Subject: Help: let them speak or sign their language<br>
<br>
Dear info-childes,<br>
I need to find good scientific proof it you think it is relevant and exists that<br>
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);<br>
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;<br>
<br>
Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together!<br>
<br>
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!<br>
Best,<br>
Aliyah<br>
<br>
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</div></div></blockquote></div><br><br clear="all"><br>-- <br><div dir="ltr">Roberta Michnick Golinkoff, Ph. D.<br>Unidel H. Rodney Sharp Professor<br>School of Education and Departments of Psychology and Linguistics and Cognitive Science<br>
University of Delaware, Newark, DE 19716<br>Office: 302-831-1634; Fax: 302-831-4110<br>Web page: <a href="http://udel.edu/~roberta/" target="_blank">http://udel.edu/~roberta/</a><br>Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford)<br>
<a href="http://www.mandateforplayfullearning.com/" target="_blank">http://www.mandateforplayfullearning.com/</a><br>Please check out our doctoral program at <a href="http://www.udel.edu/education/graduate/index.html" target="_blank">http://www.udel.edu/education/graduate/index.html</a><br>
The late Mary Dunn said, "Life is the time we have to learn."</div>
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<span><CochlearImplantsAuditory1.pdf></span><span><sininger early amplification2010.pdf></span><span><tajudeen.CI.speech.Otol Neurotol.2010.pdf></span></blockquote></div><br></div></body></html>
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