Journal articles on the topic 'Bimodal bilingual education'

This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of studies published over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities.

AbstractTo investigate cross-linguistic interactions in bimodal bilingual production, behavioural and electrophysiological measures (ERPs) were recorded from 24 deaf bimodal bilinguals while naming pictures in Catalan Sign Language (LSC). Two tasks were employed, a picture-word interference and a picture-picture interference task. Cross-linguistic effects were explored via distractors that were either semantically related to the target picture, to the phonology/orthography of the Spanish name of the target picture, or were unrelated. No semantic effects were observed in sign latencies, but ERPs differed between semantically related and unrelated distractors. For the form-related manipulation, a facilitation effect was observed both behaviourally and at the ERP level. Importantly, these effects were not influenced by the type of distractor (word/picture) presented providing the first piece of evidence that deaf bimodal bilinguals are sensitive to oral language in sign production. Implications for models of cross-linguistic interactions in bimodal bilinguals are discussed.

AbstractSign language use in the (re)habilitation of children with cochlear implants (CIs) remains a controversial issue. Concerns that signing impedes spoken language development are based on research comparing children exposed to spoken and signed language (bilinguals) to children exposed only to speech (monolinguals), although abundant research demonstrates that bilinguals and monolinguals differ in language development. We control for bilingualism effects by comparing bimodal bilingual (signing-speaking) children with CIs (BB-CI) to those with typical hearing (BB-TH). Each child had at least one Deaf parent and was exposed to ASL from birth. The BB-THs were exposed to English from birth by hearing family members, while the BB-CIs began English exposure after cochlear implantation around 22-months-of-age. Elicited speech samples were analyzed for accuracy of English grammatical morpheme production. Although there was a trend toward lower overall accuracy in the BB-CIs, this seemed driven by increased omission of the plural -s, suggesting an exaggerated role of perceptual salience in this group. Errors of commission were rare in both groups. Because both groups were bimodal bilinguals, trends toward group differences were likely caused by delayed exposure to spoken language or hearing through a CI, rather than sign language exposure.

Bimodal bilingualism refers to a type of bilingualism that employs two different input-output channels, one involving spoken language and the other involving sign language. Until the second half of the twentieth century, sign language was not recognized as a fully-fledged language and there was very little research devoted to bilingual sign language speakers (Grosjean, 1992). In the last two decades, however, interest in the study of bimodal bilingualism, including the cognitive effects of bimodal bilingualism and the neural organization of spoken and sign languages, has increased considerably. Furthermore, the particular significance of studies of bimodal bilingualism for understanding bilingual language representation and processing more generally has been properly recognized. Bilingualism: Language and Cognition has not been silent or inactive on this front. Two years ago we specifically added the study of bimodal bilingualism to the journal's core areas of interest, and we are glad to see an increased number of research articles on bimodal bilingualism (e.g., Giezen & Emmorey, 2016; Rinaldi & Caselli, 2014; Williams & Newman, 2015; Morford et al., in press; Kaufmann & Philipp, in press).

AbstractThis study provides a novel approach for testing the universality of perceptual biases by looking at speech processing in simultaneous bilingual adults learning two languages that support the maintenance of this bias to different degrees. Specifically, we investigated the Iambic/Trochaic Law, an assumed universal grouping bias, in simultaneous French–German bilinguals, presenting them with streams of syllables varying in intensity, duration or neither and asking them whether they perceived them as strong-weak or weak-strong groupings. Results showed robust, consistent grouping preferences. A comparison to monolinguals from previous studies revealed that they pattern with German-speaking monolinguals, and differ from French-speaking monolinguals. The distribution of simultaneous bilinguals' individual performance was best explained by a model fitting a unimodal (not bimodal) distribution, failing to support two subgroups of language dominance. Moreover, neither language experience nor language context predicted their performance. These findings suggest a special role for universal biases in simultaneous bilinguals.

To address the negative effects of deafness on spoken language acquisition, many clinicians suggest using cochlear implant (CI) and oral education and advise against sign language, even when combined with spoken language (i.e., bilingualism), believing that it may slow down spoken language development. In a deaf child with CI who was exposed at an early age to Italian Sign Language and spoken Italian, we evaluated language development and the relationship between the two languages. The number of words/signs produced by the child consistently increased with age, and the vocabulary growth rate in spoken Italian was equivalent to that of hearing peers. Before CI, the child relied almost exclusively on sign language; after CI, he gradually shifted to spoken Italian yet still used sign language when unable to retrieve words in spoken Italian. We conclude that bimodal bilingualism may scaffold the development of spoken language also in deaf children with CI.

AbstractResearch on the effects of bi- and multi-lingualism on brain structure has so far yielded variable patterns. Although it cannot be disputed that learning and using additional languages restructures grey (cortical, subcortical and cerebellar) and white matter in the brain, both increases and reductions in regional volume and diffusivity have been reported. This paper revisits the available evidence from simultaneous and sequential bilinguals, multilinguals, interpreters, bimodal bilinguals, children, patients and healthy older adults from the perspective of experience-based neuroplasticity. The Dynamic Restructuring Model (DRM) is then presented: a three-stage model accounting for, and reinterpreting, all the available evidence by proposing a time-course for the reported structural adaptations, and by suggesting that these adaptations are dynamic and depend on the quantity and quality of the language learning and switching experience. This is followed by suggestions for future directions for the emerging field of bilingualism-induced neuroplasticity.

AbstractThis article offers a case study of language ideologies and languaging in the translation of a bilingual bimodal iPad storybook app,The Baobab Tree, from American Sign Language and written English to Norwegian Sign Language and written Norwegian. Heeding Canagarajah’s (2011, Translanguaging in the classroom: Emerging issues for research and pedagogy.Applied Linguistics Review2. 1–28) call for studies which look beyond the product to the processes involved by people navigating linguistic and semiotic diverse environments, this article looks at choices made by project team members in a language locality (Pennycook 2010,Language as a local practice. London: Routledge.) shaped by multiple language ideologies. During the process of translation the project team adopted a flexible-multiple model of pluriliteracy (Garcia 2009,Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell) at odds with their initially more rigid preconceptions of languages as bounded entities. The concept of semiotic assemblages (Pennycook 2017, Translanguaging and semiotic assemblages.International Journal of Multilingualism14(3). 269–282) is helpful in showing how languaging choices are influenced by language ideologies, sociocultural values, and the history of language practices among project team members in a particular language locality.

In this study we followed the characteristics and use of code-mixing by eight KODAs – hearing children of Deaf parents – from the age of 12 to 36 months. The children's interaction was video-recorded twice a year during three different play sessions: with their Deaf parent, with the Deaf parent and a hearing adult, and with the hearing adult alone. Additionally, data were collected on the children's overall language development in both sign language and spoken language. Our results showed that the children preferred to produce code-blends – simultaneous production of semantically congruent signs and words – in a way that was in accordance with the morphosyntactic structure of both languages being acquired. A Deaf parent as the interlocutor increased the number of and affected the type of code-blended utterances. These findings suggest that code-mixing in young bimodal bilingual KODA children can be highly systematic and synchronised in nature and can indicate pragmatic development.

Recent evidence demonstrates that pictures corresponding to iconic signs are named faster than pictures corresponding to non-iconic signs. The present study investigates the locus of the iconicity advantage in hearing bimodal bilinguals. A naming experiment with iconic and non-iconic pictures in Italian Sign Language (LIS) was conducted. Bimodal bilinguals named the pictures either using a noun construction that involved the production of the sign corresponding to the picture or using a marked demonstrative pronoun construction replacing the picture sign. In this last condition, the pictures were colored and participants were instructed to name the pronoun together with the color. The iconicity advantage was reliable in the noun utterance but not in the marked demonstrative pronoun utterance. In a third condition, the colored pictures were presented as distractor stimuli and participants required to name the color. In this last condition, distractor pictures with iconic signs elicited faster naming latencies than non-iconic signs. The results suggest that the advantage of iconic signs in production arises at the level of semantic-to-phonological links. In addition, we conclude that bimodal bilinguals and native signers do not differ in terms of the activation flow within the sign production system.

Mandarin speakers often use gestures to represent time laterally, vertically, and sagittally. Chinese Sign Language (CSL) users also exploit signs for that purpose, and can differ from the gestures of Mandarin speakers in their choices of axes and direction of sagittal movements. The effects of sign language on co-speech gestures about time were investigated by comparing spontaneous temporal gestures of late bimodal bilinguals (Mandarin learners of CSL) and non-signing Mandarin speakers. Spontaneous gestures were elicited via a wordlist definition task. In addition to effects of temporal words on temporal gestures, results showed significant effects of sign. Compared with non-signers, late bimodal bilinguals (1) produced more sagittal but fewer lateral temporal gestures; and (2) exhibited a different temporal orientation of sagittal gestures, as they were more likely to gesture past events to their back. In conclusion, bodily experience of sign language can not only impact the nature of co-speech gestures, but also spatio-motoric thinking and abstract space-time mappings.

ABSTRACTWe investigated whether access to a sign language affects the development of pragmatic competence in three groups of deaf children aged 6 to 11 years: native signers from deaf families receiving bimodal/bilingual instruction, native signers from deaf families receiving oralist instruction and late signers from hearing families receiving oralist instruction. The performance of these children was compared to a group of hearing children aged 6 to 7 years on a test designed to assess sensitivity to violations of conversational maxims. Native signers with bimodal/bilingual instruction were as able as the hearing children to detect violations that concern truthfulness (Maxim of Quality) and relevance (Maxim of Relation). On items involving these maxims, they outperformed both the late signers and native signers attending oralist schools. These results dovetail with previous findings on mindreading in deaf children and underscore the role of early conversational experience and instructional setting in the development of pragmatics.

Neste trabalho, uma pesquisa bibliográfica e documental, objetiva-se analisar a Lei Municipal nº 12.213/2015, que trata do Plano Municipal de Educação, baseado no Plano Nacional de Educação (2015 -2025) da cidade de Ponta Grossa. A inclusão do aluno surdo no contexto educacional brasileiro enfrenta falta de conhecimento em relação ao bilinguismo, visto que esse modelo não se refere a um bilinguismo qualquer, simplesmente definido por lei. A prática se refere a uma proposta e um plano de ação, que inclui políticas linguísticas e respeito aos direitos humanos e linguísticos (SKUTNABB-KANGAS, 1994),considerando o contexto bilíngue da criança surda (QUADROS, 2006). Em relação aos resultados, conclui-se que as práticas bimodais e o desconhecimento da cultura surda são um desafio para que essa política se concretize.REFERÊNCIASBOCCATO, V. R. C. Metodologia da pesquisa bibliográfica na área odontológica e o artigo científico como forma de comunicação. Rev. Odontol. Univ. 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Des données fondées sur les arts, tirées d’une pièce de théâtre, Apple Time, sont explorées pour remettre en question les discours sur la diversité axés sur la binarité qui dominent l’éducation des personnes sourdes dans une collectivité diasporique d’une petite ville en Saskatchewan. Les professionnels de l’éducation pour les personnes sourdes se rangent généralement dans l’un de deux camps : ceux qui font la promotion du développement de l’anglais parlé par l’utilisation d’implants cochléaires, d’interventions thérapeutiques et de placements dans des environnements exclusivement orientés sur l’apprentissage du langage oralߙ; et ceux qui font la promotion d’une approche bilingue à deux modes dans le cadre de laquelle les enfants apprennent deux langues : l’anglais et l’American Sign Language (ASL). Actuellement, la plupart des enfants sourds étudient dans des écoles dans leurs communautés natales et sont éduqués surtout dans un environnement de langue orale. Des histoires rédigées et mises en scène par de jeunes sourds sont explorées avec l’objectif de déterminer les affects découlant de leurs intra-actions avec des animaux, la terre et des machines. Par l’intermédiaire de la schématisation des affects qui sont produits par des animaux, la terre et des machines, et qui les produisent, les chercheurs ont mis l’accent sur les intra-actions liées aux discours sur la diversité. Il est aussi question des lignes de fuite dans une optique de perturbation des discours sur la diversité. Les cheminements internes et externes de quatre des huit jeunes artistes sont décritsߙ; comme nomades sourds, ils concilient les affects découlant d’intra-actions avec des humains, des animaux, la terre et des machines. Puisque les jeunes artistes sourds ont fait appel à leurs expériences personnelles pour créer leurs scènes, l’article montre la façon dont ces histoires peuvent remettre en question les discours sur la diversité liés à l’éducation des enfants et des jeunes sourds, pour venir contribuer à une théorisation plus récente de l’acquisition du langage tel que distribué dans un ensemble.