Language Acquisition By Deaf Children
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Language Acquisition By Deaf Children
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Author : Kristina Coltzau
language : en
Publisher: GRIN Verlag
Release Date : 2011-10-31
Language Acquisition By Deaf Children written by Kristina Coltzau and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-10-31 with Literary Collections categories.
Seminar paper from the year 2011 in the subject English Language and Literature Studies - Other, grade: 1,7, Ernst Moritz Arndt University of Greifswald (Anglistik/Amerikanistik), language: English, abstract: Language is the most important device in means of communication between human beings all over the world. We use it to ask something, to complain or explain and to tell what we think about things that come into our mind. But what if everything around you is silent? If you are deaf. You need to take advantage of one of your other organs, the eyes. Take advantage of facial expressions and gesticulation performed by others. In this term paper we have a look on language acquisition by deaf children in comparison with the acquisition by hearing children. First of all I will give information about deafness in general followed by an introduction to sign language. I will concentrate on American Sign Language (ASL) because of the small amount of information available about the other kinds of sign language. Within the comparison we need to differentiate between children growing up with hearing or deaf parents because of the impact the social environment has on language acquisition. This is also relevant to state because only 10% of the deaf children actually have deaf parents. Further I would like to introduce bilingualism in connection with deafness. In my conclusion I will state why studies on the subject of language acquisition by deaf children are important to understand language in his whole complexity.
Language Acquisition In Deaf Children
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Author : Britta Wirth
language : en
Publisher: GRIN Verlag
Release Date : 2006-04-14
Language Acquisition In Deaf Children written by Britta Wirth and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-04-14 with Literary Collections categories.
Seminar paper from the year 2005 in the subject English Language and Literature Studies - Linguistics, grade: 1,7, Ruhr-University of Bochum (English Department), course: Child Language Acquisition, language: English, abstract: Language acquisition has been studied for a long time, but it is not completely understood yet. Charles Darwin may have been the first to examine the development of a first language and he assumed that humans have an instinct to learn language. Later on this idea was replaced by the notion that the acquisition of language is a sociocultural phenomenon. In the early 1960s the linguist Chomsky presented a new explanation: he said that children learn a language in the same way, for example, as they learn to walk upright, because it is part of their nature and not because it is a form of their culture. Thus language acquisition has a natural course of development.1If this theory is absolutely right or not is still being argued but shall not be the prior topic of this paper. This work shall examine what happens if children are hearing impaired. Are they able to follow the usual process of language acquisition or not. In order to assess the consequences of language acquisition affected by physical disability, one has to consider a ‘general’ process of language development first. There are various factors which have an influence on a child’s process of language acquisition. How large the impact of a specific factor is varies from theory to theory. Nevertheless, linguists agree that the “grammatical structure, the possible innate language acquisition mechanisms or biases as well as the biological or cognitive maturational factors and the nature of the language input to the child and the social context in which it takes place” influence a child’s language development. No matter which factor has the most impressive impact on a child’s speech progress, by the age of four years he or she usually has a good command of the basic vocabulary, syntax and phonology. This language proficiency is found in all healthy children all over the world.
Sign Language Acquisition Of Deaf Children
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Author : Deborah Heinen
language : en
Publisher: GRIN Verlag
Release Date : 2014-07-03
Sign Language Acquisition Of Deaf Children written by Deborah Heinen and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-07-03 with Literary Collections categories.
Seminar paper from the year 2012 in the subject American Studies - Linguistics, grade: 2,3, University of Bonn, language: English, abstract: Giving a first impression of how the system of sign language works, this term paper starts off with the formal and grammatical structure of American Sign Language. Subsequently, a comparison with the structure of British Sign Language gives insights into similarities and differences between those two sign languages. In its main part, the term paper focuses on the acquisition of sign language in the deaf child. The development of “speech” is presented chronologically and compared to the linguistic development of hearing children. The vocabulary of hearing and deaf children is compared and different scientific opinions on the issue are being discussed. The last chapter tries to answer the central questions of this term paper: How does the acquisition of sign language differ from language acquisition of hearing children? Are deaf children therefore handicapped? And if yes, to what extent?
Advances In The Sign Language Development Of Deaf Children
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Author : Brenda Schick
language : en
Publisher: Oxford University Press
Release Date : 2005-09-02
Advances In The Sign Language Development Of Deaf Children written by Brenda Schick and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-09-02 with Psychology categories.
The use of sign language has a long history. Indeed, humans' first languages may have been expressed through sign. Sign languages have been found around the world, even in communities without access to formal education. In addition to serving as a primary means of communication for Deaf communities, sign languages have become one of hearing students' most popular choices for second-language study. Sign languages are now accepted as complex and complete languages that are the linguistic equals of spoken languages. Sign-language research is a relatively young field, having begun fewer than 50 years ago. Since then, interest in the field has blossomed and research has become much more rigorous as demand for empirically verifiable results have increased. In the same way that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research has led to a better understanding of how language is acquired. It has also provided valuable evidence on the cognitive and social development of both deaf and hearing children, excellent theoretical insights into how the human brain acquires and structures sign and spoken languages, and important information on how to promote the development of deaf children. This volume brings together the leading scholars on the acquisition and development of sign languages to present the latest theory and research on these topics. They address theoretical as well as applied questions and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, linguisic structures, modality effects, and semantic, syntactic, and pragmatic development in sign. Along with its companion volume, Advances in the Spoken Language Development of Deaf and Hard-of Hearing Children, this book will provide a deep and broad picture about what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.
Advances In The Sign Language Development Of Deaf Children
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Author : Professor of Speech Language and Hearing Science Brenda Schick
language : en
Publisher: Oxford University Press on Demand
Release Date : 2005-09-02
Advances In The Sign Language Development Of Deaf Children written by Professor of Speech Language and Hearing Science Brenda Schick and has been published by Oxford University Press on Demand this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-09-02 with Education categories.
The authors provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, & the processes of semantic, syntactic, & pragmatic development in sign.
Advances In The Spoken Language Development Of Deaf And Hard Of Hearing Children
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Author : Patricia Elizabeth Spencer
language : en
Publisher: Oxford University Press on Demand
Release Date : 2006
Advances In The Spoken Language Development Of Deaf And Hard Of Hearing Children written by Patricia Elizabeth Spencer and has been published by Oxford University Press on Demand this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Language Arts & Disciplines categories.
Contributors present the latest information on both the new world evolving for deaf & hard-of-hearing children & the improved expectations for their acquisition of spoken language.
Language Acquisition By Eye
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Author : Charlene Chamberlain
language : en
Publisher: Psychology Press
Release Date : 1999-08-01
Language Acquisition By Eye written by Charlene Chamberlain and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999-08-01 with Psychology categories.
This book focuses on the early acquisition of signed languages and the later development of reading by children who use signed languages. It represents the first collection of research papers focused solely on the acquisition of various signed languages by very young children--all of whom are acquiring signed languages natively, from deaf parents. It is also the first collection to investigate the possible relationships between the acquisition of signed language and reading development in school-aged children. The underlying questions addressed by the chapters are how visual-gestural languages develop and whether and how visual languages can serve the foundation for learning a second visual representation of language, namely, reading. Language Acquisition by Eye is divided into two parts, anchored in the toddler phase and the school-pupil phase. The central focus of Part I is on the earliest stages of signed language acquisition. The chapters in this part address important questions as to what "babytalk" looks like in signed language and the effect it has on babies' attention, what early babbling looks like in signed language, what babies' earliest signs look like, how parents talk to their babies in signed language to ensure that their babies "see" what's being said, and what the earliest sentences in signed languages tell us about the acquisition of grammar. With contrasting research paradigms, these chapters all show the degree to which parents and babies are highly sensitive to one another's communicative interactions in subtle and complex ways. Such observations cannot be made for spoken language acquisition because speech does not require that the parent and child look at each other during communication whereas signed language does. Part II focuses on the relationship between signed language acquisition and reading development in children who are deaf. All of these chapters report original research that investigates and uncovers a positive relationship between the acquisition and knowledge of signed language and the development of reading skills and as a result, represents a historical first in reading research. This section discusses how current theory applies to the case of deaf children's reading and presents new data that illuminates reading theory. Using a variety of research paradigms, each chapter finds a positive rather than a negative correlation between signed language knowledge and usage, and the development of reading skill. These chapters are sure to provide the foundation for new directions in reading research.
Directions In Sign Language Acquisition
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Author : Gary Morgan
language : en
Publisher: John Benjamins Publishing
Release Date : 2002-01-01
Directions In Sign Language Acquisition written by Gary Morgan and has been published by John Benjamins Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002-01-01 with Language Arts & Disciplines categories.
This is the second volume in the series 'Trends in language acquisition research'. The unusual combination in one volume of reports on various different sign languages in acquisition makes this book quite unique.
Language Learning Practices With Deaf Children
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Author : Patricia L. McAnally
language : en
Publisher: Pro-Ed
Release Date : 1994
Language Learning Practices With Deaf Children written by Patricia L. McAnally and has been published by Pro-Ed this book supported file pdf, txt, epub, kindle and other format this book has been release on 1994 with Education categories.
The Resilience Of Language
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Author : Susan Goldin-Meadow
language : en
Publisher: Psychology Press
Release Date : 2005
The Resilience Of Language written by Susan Goldin-Meadow and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Family & Relationships categories.
Imagine a child who has never seen or heard any language at all. Would such a child be able to invent a language on her own? Despite what one might guess, the children described in this book make it clear that the answer to this question is 'yes'. The children are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, they have not yet been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate - they gesture - and those gestures take on many of the forms and functions of language. The properties of language that we find in the deaf children's gestures are just those properties that do not need to be handed down from generation to generation, but can be reinvented by a child de novo - the resilient properties of language. This book suggests that all children, deaf or hearing, come to language-learning ready to develop precisely these language properties. In this way, studies of gesture creation in deaf children can show us the way that children themselves have a large hand in shaping how language is learned.