Deaf Parents and Their Hearing Children

Singleton, Jenny L.; Tittle, Matthew D.

doi:10.1093/deafed/5.3.221

Cited by 96 publications

(90 citation statements)

References 23 publications

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“…Thus, the status of CODAs-hearing people growing up in deaf families-can be conflicted. Singleton and Tittle (2000) addressed this ambiguity by stating both that "Deaf parents are essentially raising 'foreign' children" (p. 27)-thus implying that the children are not Deaf community members, while the parents are-and that these children are "bicultural and bilingual members of the Deaf community" (p. 28). Hoffmeister (2008) described CODAs as "living on the border" (p. 189) and claimed that "every Coda leads two lives: one as a Coda and one as a hearing person" (p. 191).…”

Section: Introductionmentioning

confidence: 99%

"We Communicated That Way for a Reason": Language Practices and Language Ideologies Among Hearing Adults Whose Parents Are Deaf

Pizer¹,

Walters²,

Meier³

2012

Journal of Deaf Studies and Deaf Education

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Section: Introductionmentioning

confidence: 99%

"We Communicated That Way for a Reason": Language Practices and Language Ideologies Among Hearing Adults Whose Parents Are Deaf

Pizer¹,

Walters²,

Meier³

2012

Journal of Deaf Studies and Deaf Education

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“…Hearing researchers studying bimodal bilingualism, especially Coda researchers, find themselves acting not only as data collectors but also as cultural brokers. Deaf parents are similar to hearing parents raising children adopted from a different ethnicity in that these parents are not members of their children’s “native culture” (Singleton and Tittle 2000, 227). Adoptive parents often seek ways to promote the identity and cultural development of their child, and, similarly, we have found that Deaf parents often seek out hearing or Coda adults in order to access information about hearing culture and the Coda experience.…”

Section: Issues Surrounding Language Choicementioning

confidence: 99%

Best Practices for Building a Bimodal/Bilingual Child Language Corpus

Pichler¹,

Hochgesang²,

Lillo‐Martin³

et al. 2016

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This article addresses the special challenges associated with collecting longitudinal samples of the spontaneous sign language and spoken language production by young bimodal bilingual children. We discuss the methods used in our study of children in the United States and Brazil. Since one of our goals is to observe both sign language and speech, as well as any language mixing, it is important for us to address issues of language choice and techniques for directing the child participant toward primary use of the target language in each session. Suggestions and guidelines for achieving this in effective yet respectful ways are presented. We are especially dependent on the participation, flexibility, and direction of our participant children’s parents, who work with us to elicit samples that are genuinely representative of their children’s linguistic abilities. We illustrate our procedures for training parents and other interlocutors in data-collection sessions. In return for their generous participation in our research, we address parents’ questions and concerns about language development, especially in bimodal bilingual contexts. We take very seriously the need to negotiate with participants regarding their expectations for the use of the data they provide, and we abide by their wishes in this matter. The strategies presented here improve the quality of the investigations we can conduct by making the experiences of the participant families as pleasant as possible.

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“…Research on sign language acquisition in codas is scarce (Hadjikakou et al 2009;Preston 1995Preston , 1996Singleton and Tittle 2000). Several studies focus on lexical development, with inconclusive results, ranging from an age-appropriate (Brackenbury, Ryan, and Messenheimer 2005;Griffith 1985) to a delayed acquisition of vocabulary in codas (Petitto et al 2001;Prinz and Prinz 1979).…”

Section: (Iii) Bicycle Cl-vehicle Movementioning

confidence: 99%

Bimodal bilingual language development of hearing children of deaf parents

Hofmann

Chilla

2014

European Journal of Special Needs Education

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Adopting a bimodal bilingual language acquisition model, this qualitative case study is the first in Germany to investigate the spoken and sign language development of hearing children of deaf adults (codas). The spoken language competence of six codas within the age range of 3;10 to 6;4 is assessed by a series of standardised tests (SETK 3-5, TROG-D, PDSS). Additionally, a language assessment tool designed specifically for hearing bilingual children named HAVAS 5 is employed to measure both the children's spoken and sign language abilities. A heterogeneous picture emerges: all codas show abilities equal to those of monomodal monolingual children in their age range with regard to German sentence structure and verb inflection and an extensive receptive vocabulary, but deviations from the age norm are observed for the production of verbs and prepositions. Furthermore, three codas show below average T-values in some grammatical subtests. Overall, the findings suggest that at least some codas may acquire both of their languages (i.e. spoken and signed German) simultaneously. However, our study also indicates that the spoken language development of some codas as well as the acquisition context of this minority group strongly resembles a form of successive language acquisition that is known from children who acquire German as an early second language in a migration background.

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Deaf Parents and Their Hearing Children

Cited by 96 publications

References 23 publications

"We Communicated That Way for a Reason": Language Practices and Language Ideologies Among Hearing Adults Whose Parents Are Deaf

"We Communicated That Way for a Reason": Language Practices and Language Ideologies Among Hearing Adults Whose Parents Are Deaf

Best Practices for Building a Bimodal/Bilingual Child Language Corpus

Bimodal bilingual language development of hearing children of deaf parents

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