How Deaf American Sign Language/English Bilingual Children Become Proficient Readers: An Emic Perspective

Mounty, Judith L.; Pucci, Concetta T.; Harmon, Kristen

doi:10.1093/deafed/ent050

Cited by 36 publications

(19 citation statements)

References 24 publications

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“…Simultaneous acquisition of the two languages may lead to greater sustained interactivity between them. Moreover, in the bilingual approach to deaf education, it is common to associate written English words with lexical signs, emphasizing the bidirectional relationship between the two languages (e.g., Mounty, Pucci, & Harmon, 2014). This “chaining” methodology may strengthen the lexicosemantic connections between translation equivalents in a way that is unique to deaf bimodal bilinguals.…”

Section: Discussionmentioning

confidence: 99%

Implicit co-activation of American Sign Language in deaf readers: An ERP study

et al. 2017

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In an implicit phonological priming paradigm, deaf bimodal bilinguals made semantic relatedness decisions for pairs of English words. Half of the semantically unrelated pairs had phonologically related translations in American Sign Language (ASL). As in previous studies with unimodal bilinguals, targets in pairs with phonologically related translations elicited smaller negativities than targets in pairs with phonologically unrelated translations within the N400 window. This suggests that the same lexicosemantic mechanism underlies implicit co-activation of a non-target language, irrespective of language modality. In contrast to unimodal bilingual studies that find no behavioral effects, we observed phonological interference, indicating that bimodal bilinguals may not suppress the non-target language as robustly. Further, there was a subset of bilinguals who were aware of the ASL manipulation (determined by debrief), and they exhibited an effect of ASL phonology in a later time window (700–900ms). Overall, these results indicate modality-independent language co-activation that persists longer for bimodal bilinguals.

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Section: Discussionmentioning

confidence: 99%

Implicit co-activation of American Sign Language in deaf readers: An ERP study

et al. 2017

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“…Como uma das principais dificuldades citadas pelos participantes deste estudo remete a falta de informação acerca da etologia da surdez que lhes acometera [18], pode-se inferir que não lhes foi assegurado acesso ao diagnóstico em tempo de encaminhamento precoce à terapêutica especializada.…”

Section: Discussionunclassified

Barreiras de comunicação com surdos no atendimento em saúde: um estudo descritivo.

et al. 2020

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Objetivo: Identificar as barreiras de comunicação enfrentadas pelas pessoas surdas quando são atendidas por profissionais de saúde. Métodos: Estudo descritivo, qualitativo, realizado no 1º semestre de 2013, com 24 surdos. Coleta de dados a partir de grupo focal e análise temática de conteúdo. Resultados: Da análise dos dados emergiram as seguintes categorias temáticas: O enfrentamento da surdez: lembranças e possíveis causas; Ajuda e dependência de ouvintes; Construindo alternativas para se comunicar com a equipe; e Necessidade de intérprete para facilitar a comunicação com a equipe. Conclusão: Os profissionais não estão preparados para se comunicar com pacientes surdos. É preciso investir no ensino da Língua de Sinais Brasileira nos cursos de formação dos profissionais de saúde, além da presença de intérprete de Libras nessas unidades, para facilitar a comunicação entre profissionais e surdos.Palavras-chave: pessoas com deficiência auditiva, linguagem de sinais, barreiras de comunicação, assistência à saúde.

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“…On the whole, practices that value and support the acquisition of both (or all) languages are beneficial for bi/multilingual deaf readers [149]. Bagga-Gupta [150] notes that the teachers' ability to embrace the 'linguistic complexities' in a bimodal bilingual classroom is one of the hallmarks of effective instruction in that context.…”

Section: Bimodal Bi/multilingual Reading Instructionmentioning

confidence: 99%

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Howerton-Fox

Falk²

2019

Education Sciences

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The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.

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How Deaf American Sign Language/English Bilingual Children Become Proficient Readers: An Emic Perspective

Cited by 36 publications

References 24 publications

Implicit co-activation of American Sign Language in deaf readers: An ERP study

Implicit co-activation of American Sign Language in deaf readers: An ERP study

Barreiras de comunicação com surdos no atendimento em saúde: um estudo descritivo.

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

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