Language Learning and Deafness

doi:10.1017/CBO9781139524483

An important new collection of original papers dealing with essential issues and research in the learning of language by deaf people. The book addresses issues in the fields of second language acquisition and deafness, and draws upon the fields of linguistics, psychology, and education. Of particular importance is the relationship between the learning of English by the deaf and by hearing speakers of other languages. The first five chapters concern theoretical issues on language varieties among the deaf population, American sign language and the biology of language, sign language instruction, and language education of deaf children from both historical and bilingual perspectives. The second half of the book contains six original, previously unpublished research reports on topics related to language learning by deaf children and adults.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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List of contributors
pp vii-viii
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Series editors' preface
pp ix-x
- By Michael H. Long, Jack C. Richards
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Preface
pp xi-xiv
- By Michael Strong, University of California, San Francisco
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SECTION I - THEORETICAL ISSUES
pp 1-2
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Chapter 1 - Language varieties in the deaf population and their acquisition by children and adults
pp 3-48
- By Joseph H. Bochner, Rochester Institute of Technology, John A. Albertini, Rochester Institute of Technology
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Chapter 2 - American Sign Language and the human biological capacity for language
pp 49-74
- By James Paul Gee, Boston University Wendy Goodhart, Wendy Goodhart, Pennsylvania School for the Deaf
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Chapter 3 - The history of language use in the education of the Deaf in the United States
pp 75-98
- By Mimi Wheiping Lou, University of California, San Francisco
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Chapter 4 - Sign language instruction and its implications for the Deaf
pp 99-112
- By Steven Fritsch Rudser, University of California, San Francisco
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Chapter 5 - A bilingual approach to the education of young deaf children: ASL and English
pp 113-130
- By Michael Strong, University of California, San Francisco
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SECTION II - RESEARCH REPORTS
pp 131-132
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Chapter 6 - An assessment of syntactic capabilities
pp 133-161
- By Gerald P. Berent, Rochester Institute of Technology
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Chapter 7 - Children's new sign creations
pp 162-183
- By Diane Lillo-Martin, University of Connecticut
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Chapter 8 - Linguistic and cultural role models for hearing-impaired children in elementary school programs
pp 184-191
- By James Woodward, Center for Assessment and Demographic Studies, Thomas Allen, Center for Assessment and Demographic Studies, Arthur Schildroth, Center for Assessment and Demographic Studies
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Chapter 9 - Acquiring linguistic and social identity: interactions of deaf children with a hearing teacher and a deaf adult
pp 192-219
- By Carol J. Erting, Gallaudet University
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Chapter 10 - Development of vocal and signed communication in deaf and hearing twins of deaf parents
pp 220-260
- By Martha Gonter Gaustad, Bowling Green State University
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Chapter 11 - Questions and answers in the development of deaf children
pp 261-292
- By Hilde Schlesinger, University of California, San Francisco
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Index
pp 293-301
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Language Learning and Deafness

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

List of contributors
pp vii-viii

Series editors' preface
pp ix-x

Preface
pp xi-xiv

SECTION I - THEORETICAL ISSUES
pp 1-2

Chapter 1 - Language varieties in the deaf population and their acquisition by children and adults
pp 3-48

Chapter 2 - American Sign Language and the human biological capacity for language
pp 49-74

Chapter 3 - The history of language use in the education of the Deaf in the United States
pp 75-98

Chapter 4 - Sign language instruction and its implications for the Deaf
pp 99-112

Chapter 5 - A bilingual approach to the education of young deaf children: ASL and English
pp 113-130

SECTION II - RESEARCH REPORTS
pp 131-132

Chapter 6 - An assessment of syntactic capabilities
pp 133-161

Chapter 7 - Children's new sign creations
pp 162-183

Chapter 8 - Linguistic and cultural role models for hearing-impaired children in elementary school programs
pp 184-191

Chapter 9 - Acquiring linguistic and social identity: interactions of deaf children with a hearing teacher and a deaf adult
pp 192-219

Chapter 10 - Development of vocal and signed communication in deaf and hearing twins of deaf parents
pp 220-260

Chapter 11 - Questions and answers in the development of deaf children
pp 261-292

Index
pp 293-301

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Language Learning and Deafness

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Contents

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Accessibility standard: Unknown

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