<HTML><HEAD></HEAD>
<BODY dir=ltr>
<DIV dir=ltr>
<DIV style="FONT-SIZE: 12pt; FONT-FAMILY: 'Calibri'; COLOR: #000000">
<DIV>Hello,</DIV>
<DIV>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. </DIV>
<DIV> </DIV>
<DIV>Kind regards,</DIV>
<DIV>Véronique Devianne</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV
style='FONT-SIZE: small; TEXT-DECORATION: none; FONT-FAMILY: "Calibri"; FONT-WEIGHT: normal; COLOR: #000000; FONT-STYLE: normal; DISPLAY: inline'>
<DIV style="FONT: 10pt tahoma">
<DIV> </DIV>
<DIV style="BACKGROUND: #f5f5f5">
<DIV style="font-color: black"><B>From:</B> <A title=Roberta@udel.edu
href="mailto:Roberta@udel.edu">Roberta Golinkoff</A> </DIV>
<DIV><B>Sent:</B> Tuesday, February 25, 2014 2:39 AM</DIV>
<DIV><B>To:</B> <A title=info-childes@googlegroups.com
href="mailto:info-childes@googlegroups.com">info-childes@googlegroups.com</A>
</DIV>
<DIV><B>Subject:</B> Re: Help: let them speak or sign their
language</DIV></DIV></DIV>
<DIV> </DIV></DIV>
<DIV
style='FONT-SIZE: small; TEXT-DECORATION: none; FONT-FAMILY: "Calibri"; FONT-WEIGHT: normal; COLOR: #000000; FONT-STYLE: normal; DISPLAY: inline'>
<DIV dir=ltr>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?<BR><BR>Many thanks!<BR>Roberta<BR></DIV>
<DIV class=gmail_extra><BR><BR>
<DIV class=gmail_quote>On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <SPAN
dir=ltr><<A href="mailto:gisela.szagun@googlemail.com"
target=_blank>gisela.szagun@googlemail.com</A>></SPAN> wrote:<BR>
<BLOCKQUOTE class=gmail_quote
style="PADDING-LEFT: 1ex; MARGIN: 0px 0px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">
<DIV dir=ltr>
<DIV>
<DIV>
<DIV>
<DIV>
<DIV>
<DIV>
<DIV>Hi Aliyah,<BR><BR></DIV>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.<BR><BR></DIV>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.<BR><BR>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. <BR></DIV>
<DIV> </DIV></DIV>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:<BR><BR>
<P class=MsoNormal style="MARGIN-LEFT: 36pt"><SPAN lang=EN-US>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. <I>Journal of Speech, Language, and Hearing Research, 55,
</I>1640-1654<I>.</I></SPAN></P><BR></DIV>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.<BR><BR></DIV>Best
wishes,<BR></DIV>Gisela<BR>
<DIV>
<DIV>
<DIV> </DIV></DIV></DIV></DIV>
<DIV class=gmail_extra>
<DIV>
<DIV class=h5><BR><BR>
<DIV class=gmail_quote>On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN
<SPAN dir=ltr><<A href="mailto:aliyah.morgenstern@gmail.com"
target=_blank>aliyah.morgenstern@gmail.com</A>></SPAN> wrote:<BR>
<BLOCKQUOTE class=gmail_quote
style="PADDING-LEFT: 1ex; MARGIN: 0px 0px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">
<DIV style="WORD-WRAP: break-word">Thank you Denis!
<DIV>Best,</DIV>
<DIV>Aliyah<BR>
<DIV>
<DIV>Le 10 déc. 2013 à 00:22, Denis Donovan a écrit :</DIV>
<DIV>
<DIV><BR>
<BLOCKQUOTE type="cite">
<DIV style="WORD-WRAP: break-word">
<DIV>
<DIV style="FONT: 12px helvetica; MARGIN: 0px">Actually, 3 years may be
VERY VERY late. Consider:</DIV>
<DIV style="FONT: 12px helvetica; MARGIN: 0px"> </DIV>
<DIV style="FONT: 12px helvetica; MARGIN: 0px">
<DIV style="FONT: 12px helvetica; MARGIN: 0px">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, <A
href="http://www.pnas.org/cgi/doi/10.1073/pnas.1113380109"
target=_blank>www.pnas.org/cgi/doi/10.1073/pnas.1113380109</A> and
<A href="http://www.pnas.org/content/109/9/3253"
target=_blank>http://www.pnas.org/content/109/9/3253</A>
(120913).</DIV></DIV>
<DIV
style="FONT: 12px helvetica; MARGIN: 0px; MIN-HEIGHT: 14px"> </DIV>
<DIV style="FONT: 12px helvetica; MARGIN: 0px">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). </DIV></DIV>
<DIV style="FONT: 12px helvetica; MARGIN: 0px"> </DIV>
<DIV style="FONT: 12px helvetica; MARGIN: 0px">Best,</DIV>
<DIV style="FONT: 12px helvetica; MARGIN: 0px"> </DIV>
<DIV style="FONT: 12px helvetica; MARGIN: 0px">Denis Donovan</DIV>
<DIV style="FONT: 12px helvetica; MARGIN: 0px"> </DIV>
<DIV>
<DIV>
<DIV>Denis M. Donovan, M.D., M.Ed., F.A.P.S.<BR>Director, EOCT
Institute<BR><BR>Medical Director, 1983 - 2006<BR>The Children's Center
for Developmental Psychiatry<BR>St. Petersburg, Florida<BR><BR>P.O Box
47576<BR>St. Petersburg, FL 33743-7576<BR>Phone:<SPAN
style="WHITE-SPACE: pre-wrap"> </SPAN><A href="tel:727-641-8905"
target=_blank value="+17276418905">727-641-8905</A><BR><A
href="mailto:DenisDonovan@EOCT-Institute.org"
target=_blank>DenisDonovan@EOCT-Institute.org</A></DIV>
<DIV><A href="mailto:dmdonovan1937@gmail.com"
target=_blank>dmdonovan1937@gmail.com</A></DIV>
<DIV> </DIV></DIV></DIV>
<DIV> </DIV>
<DIV>
<DIV>On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote:</DIV><BR>
<BLOCKQUOTE type="cite">
<DIV style="WORD-WRAP: break-word">thanks a lot!<BR>
<DIV>
<DIV>Le 9 déc. 2013 à 13:45, Isa Barriere a écrit :</DIV><BR>
<BLOCKQUOTE type="cite">
<DIV dir=ltr>
<DIV><FONT color=#555555 face="arial, sans-serif"><SPAN
style="WHITE-SPACE: nowrap">Salut Aliyah,</SPAN></FONT></DIV>
<DIV><FONT color=#555555 face="arial, sans-serif"><SPAN
style="WHITE-SPACE: nowrap"><BR></SPAN></FONT></DIV>
<DIV><FONT color=#555555 face="arial, sans-serif"><SPAN
style="WHITE-SPACE: nowrap">Here you are: </SPAN></FONT></DIV><SPAN
style="FONT-SIZE: 13px; FONT-FAMILY: arial,sans-serif; WHITE-SPACE: nowrap; COLOR: rgb(85,85,85)">
<DIV><SPAN
style="FONT-SIZE: 13px; FONT-FAMILY: arial,sans-serif; WHITE-SPACE: nowrap; COLOR: rgb(85,85,85)"><BR></SPAN></DIV><A
href="mailto:deborah.pichler@gallaudet.edu"
target=_blank>deborah.pichler@gallaudet.edu</A></SPAN><BR>
<DIV><SPAN
style="FONT-SIZE: 13px; FONT-FAMILY: arial,sans-serif; WHITE-SPACE: nowrap; COLOR: rgb(85,85,85)"><BR></SPAN></DIV>
<DIV><SPAN
style="FONT-SIZE: 13px; FONT-FAMILY: arial,sans-serif; WHITE-SPACE: nowrap; COLOR: rgb(85,85,85)">Isabelle</SPAN></DIV></DIV>
<DIV class=gmail_extra><BR><BR>
<DIV class=gmail_quote>On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere
<SPAN dir=ltr><<A href="mailto:barriere.isa@gmail.com"
target=_blank>barriere.isa@gmail.com</A>></SPAN> wrote:<BR>
<BLOCKQUOTE class=gmail_quote
style="PADDING-LEFT: 1ex; MARGIN: 0px 0px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">
<DIV dir=ltr>Deb Chen Pichler/Gallaudet presented a co-authored
paper at BU this year that speaks to this issue:
<DIV><SPAN
style="FONT-SIZE: 12px; FONT-FAMILY: arial,verdana,helvetica,sans-serif; COLOR: rgb(68,68,68); LINE-HEIGHT: 18px"><BR></SPAN></DIV>
<DIV><SPAN
style="FONT-SIZE: 12px; FONT-FAMILY: arial,verdana,helvetica,sans-serif; COLOR: rgb(68,68,68); LINE-HEIGHT: 18px">Spoken
language development in native signing children with cochlear
implants </SPAN>
<DIV
style="BORDER-LEFT-WIDTH: 0px; FONT-SIZE: 12px; FONT-FAMILY: arial,verdana,helvetica,sans-serif; BORDER-RIGHT-WIDTH: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM-WIDTH: 0px; COLOR: rgb(68,68,68); OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; PADDING-LEFT: 0px; MARGIN: 0px 0px 1.6em; OUTLINE-COLOR: ; LINE-HEIGHT: 18px; PADDING-RIGHT: 0px; BORDER-TOP-WIDTH: 0px"> </DIV>
<P
style="FONT-SIZE: 12px; BORDER-TOP: 0px; FONT-FAMILY: arial,verdana,helvetica,sans-serif; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; COLOR: rgb(68,68,68); OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px 0px 1.6em; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; LINE-HEIGHT: 18px; PADDING-RIGHT: 0px"><EM
style="BORDER-TOP: 0px; FONT-FAMILY: inherit; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; PADDING-RIGHT: 0px">K.
Davidson, D. Lillo-Martin, D. Chen Pichler</EM></P>
<P
style="FONT-SIZE: 12px; BORDER-TOP: 0px; FONT-FAMILY: arial,verdana,helvetica,sans-serif; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; COLOR: rgb(68,68,68); OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px 0px 1.6em; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; LINE-HEIGHT: 18px; PADDING-RIGHT: 0px"><EM
style="BORDER-TOP: 0px; FONT-FAMILY: inherit; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; PADDING-RIGHT: 0px"><BR></EM></P>
<P
style="FONT-SIZE: 12px; BORDER-TOP: 0px; FONT-FAMILY: arial,verdana,helvetica,sans-serif; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; COLOR: rgb(68,68,68); OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px 0px 1.6em; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; LINE-HEIGHT: 18px; PADDING-RIGHT: 0px"><EM
style="BORDER-TOP: 0px; FONT-FAMILY: inherit; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; PADDING-RIGHT: 0px">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. </EM></P>
<P
style="FONT-SIZE: 12px; BORDER-TOP: 0px; FONT-FAMILY: arial,verdana,helvetica,sans-serif; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; COLOR: rgb(68,68,68); OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px 0px 1.6em; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; LINE-HEIGHT: 18px; PADDING-RIGHT: 0px"><I>Isabelle
Barriere, PhD</I></P>
<P
style="FONT-SIZE: 12px; BORDER-TOP: 0px; FONT-FAMILY: arial,verdana,helvetica,sans-serif; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; COLOR: rgb(68,68,68); OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px 0px 1.6em; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; LINE-HEIGHT: 18px; PADDING-RIGHT: 0px"><EM
style="BORDER-TOP: 0px; FONT-FAMILY: inherit; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; PADDING-RIGHT: 0px"><BR></EM></P></DIV></DIV>
<DIV>
<DIV>
<DIV class=gmail_extra><BR><BR>
<DIV class=gmail_quote>On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff
<SPAN dir=ltr><<A href="mailto:erikachoff@gmail.com"
target=_blank>erikachoff@gmail.com</A>></SPAN> wrote:<BR>
<BLOCKQUOTE class=gmail_quote
style="PADDING-LEFT: 1ex; MARGIN: 0px 0px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">
<DIV dir=ltr>Dear all,
<DIV> </DIV>
<DIV>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 </DIV>
<DIV> </DIV>
<DIV>(a) when you take your implant off to swim, shower, etc. you
are deaf. </DIV>
<DIV>(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.</DIV>
<DIV>(c) cochlear implants have variable outcomes. Simultaneous
sign may help when the auditory signal doesn't quite do it.</DIV>
<DIV> </DIV>
<DIV>Erika Hoff</DIV></DIV>
<DIV class=gmail_extra>
<DIV>
<DIV><BR><BR>
<DIV class=gmail_quote>On Sun, Dec 8, 2013 at 3:28 PM, Roberta
Golinkoff <SPAN dir=ltr><<A href="mailto:Roberta@udel.edu"
target=_blank>Roberta@udel.edu</A>></SPAN> wrote:<BR>
<BLOCKQUOTE class=gmail_quote
style="PADDING-LEFT: 1ex; MARGIN: 0px 0px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">
<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>
<P class=MsoNormal
style="LINE-HEIGHT: 200%; TEXT-INDENT: 0.5in"><SPAN
style='FONT-FAMILY: "Times New Roman"; LINE-HEIGHT: 200%'>1.
What are the broad social and historical contexts of
multilingual learners in the United States?</SPAN></P>
<P class=MsoNormal
style="LINE-HEIGHT: 200%; TEXT-INDENT: 0.5in"><SPAN
style='FONT-FAMILY: "Times New Roman"; LINE-HEIGHT: 200%'>2.
What does a multilingual family look like?<SPAN>
</SPAN></SPAN></P>
<P class=MsoNormal
style="LINE-HEIGHT: 200%; TEXT-INDENT: 0.5in"><SPAN
style='FONT-FAMILY: "Times New Roman"; LINE-HEIGHT: 200%'>3.
What lessons learned with monolingual children can be applied to
multilingual children?</SPAN></P>
<P class=MsoNormal
style="LINE-HEIGHT: 200%; TEXT-INDENT: 0.5in"><SPAN
style='FONT-FAMILY: "Times New Roman"; LINE-HEIGHT: 200%'>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="PADDING-LEFT: 1ex; MARGIN: 0px 0px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">
<DIV dir=ltr>
<DIV><SPAN
style="FONT-FAMILY: tahoma,sans-serif; LINE-HEIGHT: 14px">Dear
Aliyah,</SPAN><BR></DIV>
<DIV><SPAN
style="FONT-FAMILY: tahoma,sans-serif; LINE-HEIGHT: 14px"><BR></SPAN></DIV>
<DIV><SPAN
style="FONT-FAMILY: tahoma,sans-serif; LINE-HEIGHT: 14px">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: 19px">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"><SPAN
style="LINE-HEIGHT: 13px"><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><BR></FONT></DIV>
<DIV><FONT face="tahoma, sans-serif"><BR></FONT></DIV>
<DIV>
<P
style="BORDER-TOP: 0px; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px 0px 1.6em; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; LINE-HEIGHT: 18px; PADDING-RIGHT: 0px"><EM
style="BORDER-TOP: 0px; BORDER-RIGHT: 0px; VERTICAL-ALIGN: baseline; BORDER-BOTTOM: 0px; OUTLINE-WIDTH: 0px; PADDING-BOTTOM: 0px; PADDING-TOP: 0px; OUTLINE-STYLE: none; PADDING-LEFT: 0px; MARGIN: 0px; BORDER-LEFT: 0px; OUTLINE-COLOR: invert; LINE-HEIGHT: 18px; PADDING-RIGHT: 0px"><FONT
face="tahoma, sans-serif"><FONT color=#000000><SPAN
style="FONT-STYLE: normal; LINE-HEIGHT: 17px">[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
style="LINE-HEIGHT: 17px"
href="http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract"
target=_blank>Journal of Deaf Studies and Deaf
Education</A><SPAN
style="FONT-STYLE: normal; LINE-HEIGHT: 17px">.</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: 13px">Best,</SPAN></FONT></DIV>
<DIV><FONT color=#000000
face="Arial, Lucida Grande, Geneva, Verdana, Helvetica, Lucida Sans Unicode, sans-serif"><SPAN
style="LINE-HEIGHT: 13px">Eileen</SPAN></FONT></DIV>
<DIV><FONT color=#000000
face="Arial, Lucida Grande, Geneva, Verdana, Helvetica, Lucida Sans Unicode, sans-serif"><SPAN
style="LINE-HEIGHT: 13px"><BR></SPAN></FONT></DIV>
<DIV> </DIV></DIV>
<DIV>
<DIV>
<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="PADDING-LEFT: 1ex; MARGIN: 0px 0px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">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>--<BR>You received this
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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/"
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