Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-21T09:16:42.405Z Has data issue: false hasContentIssue false
  • English
  • Français

Deaf children's bimodal bilingualism and education

Published online by Cambridge University Press:  07 December 2015

Ruth Swanwick
Ruth Swanwick*
Affiliation:
University of Leeds, UKr.a.swanwick@leeds.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

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.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 49 , Issue 1 , January 2016 , pp. 1 - 34
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Akamatsu, C., Stewart, D. & Becker, B. J. (2000). Documenting English syntactic development in face-to-face signed communication. American Annals of the Deaf 145, 452–463.CrossRefGoogle ScholarPubMed
Albertorio, J. R., Holden-Pitt, L. & Rawlings, B. (1999). Preliminary results of the annual survey of deaf and hard of hearing children and youth in Puerto Rico: The first wave. American Annals of the Deaf 144.5, 386–394.CrossRefGoogle ScholarPubMed
Alvarado, J. M., Puente, A. & Herrera, V. (2008). Visual and phonological coding in working memory and orthographic skills of deaf children using Chilean sign language. American Annals of the Deaf 152.5, 467–479.CrossRefGoogle ScholarPubMed
Andrews, J. & Rusher, M. (2010). Codeswitching techniques: Evidence-based instructional practices for the ASL/English bilingual classroom. American Annals of the Deaf 155.4, 407–424.CrossRefGoogle ScholarPubMed
Archbold, S., Harris, M., O’Donoghue, G. M., Nikolopoulos, T. P., White, A. & Richmond, H. L. (2008). Reading abilities after cochlear implantation: The effect of age at implantation on outcomes at five and seven years after implantation. International Journal of Pediatric Otorhinolaryngology 72, 1471–1478.CrossRefGoogle Scholar
Arnesen, K., Enerstvedt, R. T., Engen, E. A., Engen, T., Høie, G. & Vonen, A. M. (2008). The linguistic milieu of Norwegian children with hearing loss. American Annals of the Deaf 153.1, 65–77.CrossRefGoogle ScholarPubMed
Bagga-Gupta, S. (2000). Visual language environments. Exploring everyday life and literacies in Swedish Deaf bilingual schools. Visual Anthropology Review 15, 95–120.CrossRefGoogle Scholar
Baker, A. & Van Den Bogaerde, B. (2008). Code-mixing in signs and words in input to and output from children. In Plaza-Pust, C. & Morales-Lopez, E. (eds.), Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations. Amsterdam: John Benjamins Publishing, 1–28.Google Scholar
Becker, C. (2009). Narrative competences of deaf children in German sign language. Sign Language and Linguistics 12.2, 113–160.CrossRefGoogle Scholar
Behares, L. E., Brovetto, C. & Peluso Crespi, L. (2012). Language policies in Uruguay and Uruguayan sign language (LSU). Sign Language Studies 12.4, 519–542.CrossRefGoogle Scholar
Berk, S. & Lillo-Martin, D. (2012). The two-word stage: Motivated by linguistic or cognitive constraints? Cognitive Psychology 65.1, 118–140.CrossRefGoogle ScholarPubMed
Berke, M. (2013). Reading books with young deaf children: Strategies for mediating between American Sign Language and English. Journal of Deaf Studies and Deaf Education 18.3, 299–311.CrossRefGoogle ScholarPubMed
Bishop, M. (2010). Happen can't hear: An analysis of code-blends in hearing, native signers of American Sign Language. Sign Language Studies 11.2, 205–240.CrossRefGoogle Scholar
Bishop, M. & Hicks, S. (2005). Orange eyes: Bimodal bilingualism in hearing adults from deaf families. Sign Language Studies 5.2, 188–230.CrossRefGoogle Scholar
Branson, J. & Miller, D. (2004). The cultural construction of linguistic incompetence through schooling: Deaf education and the transformation of the linguistic environment in Bali, Indonesia. Sign Language Studies 5.1, 6–38.CrossRefGoogle Scholar
British Society of Audiology (1988). Descriptors for pure tone audiograms. British Journal of Audiology 22, 123.Google Scholar
Cannon, J. E. & Guardino, C. (2012). Literacy strategies for deaf/hard-of-hearing English language learners: Where do we begin? Deafness and Education International 14.2, 78–99.CrossRefGoogle Scholar
Chamberlain, C. & Mayberry, R. I. (2000). Theorizing about the relation between American Sign Language and reading. In Chamberlain, C., Morford, J. P. & Mayberry, R. I. (eds.), Language acquisition by eye. Hillside, NJ: Lawrence Erlbaum Associates, 221–260.Google Scholar
Christiansen, J. B. & Leigh, I. W. (2004). Children with cochlear implants: Changing parent and deaf community perspectives. Archives of Otolaryngology – Head and Neck Surgery 130.5, 673–677.CrossRefGoogle ScholarPubMed
Cline, T. & Mahon, M. (2010). Deafness in a multilingual society: A review of research for practice. Educational and Child Psychology 27.2, 41–49.CrossRefGoogle Scholar
Conrad, R. (1979). The deaf school child: Language and cognitive function. London: Harper & Row.Google Scholar
Cormier, K., Schembri, A., Vinson, D. & Orfanidou, E. (2012). First language acquisition differs from second language acquisition in prelingually deaf signers: Evidence from sensitivity to grammaticality judgement in British Sign Language. Cognition 124.1, 50–65.CrossRefGoogle ScholarPubMed
Cornett, R. O. (1978). Cued speech and total communication. Washington: Model Secondary School for the Deaf, Gallaudet College. Washington, DC: Gallaudet College.Google Scholar
Cramér-Wolrath, E. (2013). Sequential bimodal bilingual acquisition: Mediation using a cochlear implant as a tool. Deafness & Education International 15.4, 201–221.CrossRefGoogle Scholar
Crowe, K., McLeod, S. & Ching, T. Y. (2012). The cultural and linguistic diversity of 3-year-old children with hearing loss. Journal of Deaf Studies and Deaf Education 17.4, 421–438.CrossRefGoogle ScholarPubMed
Crume, P. K. (2013). Teachers’ perceptions of promoting sign language phonological awareness in an ASL/English bilingual program. Journal of Deaf Studies and Deaf Education 18.4, 464–488.CrossRefGoogle Scholar
Cummins, J. (1981). Bilingualism and minority language children. Ontario, Canada: Ontario Institute for Studies in Education.Google Scholar
Cummins, J. (2006). The relationship between American Sign Language and English academic development: A review of the research. Toronto, Ontario: Canada Ontario Association of the Deaf.Google Scholar
Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education 15.1, 50–58.CrossRefGoogle Scholar
Dammeyer, J. (2014). Literacy skills among deaf and hard of hearing students and students with cochlear implants in bilingual/bicultural education. Deafness & Education International Deafness & Education International 16.2, 108–119.CrossRefGoogle Scholar
Davidson, K., Lillo-Martin, D. & Chen Pichler, D. (2014). Spoken English language development among native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education 19.2, 238–250.CrossRefGoogle ScholarPubMed
De Quadros, R. M. (2012). Linguistic policies, linguistic planning, and Brazilian sign language in Brazil. Sign Language Studies 12.4, 543–564.CrossRefGoogle Scholar
DeLana, M., Gentry, M. A. & Andrews, J. (2007). The efficacy of ASL/English bilingual education: Considering public schools. American Annals of the Deaf 152.1, 73–87.CrossRefGoogle ScholarPubMed
Delk, L. & Weidekamp, L. (2001). Shared reading project: Evaluating implementation processes and family outcomes. Washington, DC: Gallaudet University.Google Scholar
Emmorey, K. (2002). Language, cognition, and the brain: Insights from sign language research. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Emmorey, K. & Petrich, J. A. F. (2012). Processing orthographic structure: Associations between print and fingerspelling. Journal of Deaf Studies and Deaf Education 17.2, 194–204.CrossRefGoogle ScholarPubMed
Enns, C. J. & Herman, R. C. (2011). Adapting the assessing British Sign Language development receptive skills test into American Sign Language. Journal of Deaf Studies and Deaf Education 16.3, 362–374.CrossRefGoogle ScholarPubMed
Evans, L. (1982). Total communication: Structure and strategy. Washington, DC: Gallaudet College Press.Google Scholar
Gaustad, M. G. & Kelly, R. R. (2004). The relationship between reading achievement and morphological word analysis in deaf and hearing students matched for reading level. Journal of Deaf Studies and Deaf Education 9.3, 269–285.CrossRefGoogle ScholarPubMed
Geraci, C. (2012). Language policy and planning: The case of Italian sign language. Sign Language Studies 12.4, 494–518.CrossRefGoogle Scholar
Grimes, M., Thoutenhoofd, E. D. & Byrne, D. (2007). Language approaches used with deaf pupils in Scottish schools: 2001–2004. Journal of Deaf Studies and Deaf Education 12.4, 530–551.CrossRefGoogle ScholarPubMed
Grosjean, F. (2010). Bilingualism, biculturalism, and deafness. International Journal of Bilingual Education and Bilingualism 13.2, 133–145.CrossRefGoogle Scholar
Haptonstall-Nykaza, T. S. & Schick, B. (2007). The transition from fingerspelling to English print: Facilitating English decoding. Journal of Deaf Studies and Deaf Education 12.2, 172–183.CrossRefGoogle ScholarPubMed
Harris, M. & Terlektsi, E. (2011). Reading and spelling abilities of deaf adolescents with cochlear implants and hearing aids. Journal of Deaf Studies and Deaf Education 16.1, 24–34.CrossRefGoogle ScholarPubMed
Hassanzadeh, S. (2012). Outcomes of cochlear implantation in deaf children of deaf parents: Comparative study. The Journal of Laryngology and Otology 126.10, 989–994.CrossRefGoogle ScholarPubMed
Haug, T. (2012). Methodological and theoretical issues in the adaptation of sign language tests: An example from the adaptation of a test to German sign language. Language Testing 29.2, 181–201.CrossRefGoogle Scholar
Hendar, O. (2009). Goal fulfilment in schools for the deaf and hearing impaired. Harsnosand, Sweden. The National Agency for Special Needs Education and Schools.Google Scholar
Herman, R. & Roy, P. (2006). Evidence from the wider use of the BSL Receptive Skills Test. Deafness and Education International 8.1, 33–47.CrossRefGoogle Scholar
Herman, R., Holmes, S. & Woll, B. (1999). Assessing BSL development: Receptive skills test. Coleford: Forest Books.Google Scholar
Herman, R., Grove, N., Holmes, S., Morgan, G., Sutherland, H. & Woll, B. (2004). Assessing BSL development: Production test (narrative skills). London, UK: City University.Google Scholar
Hermans, D., Knoors, H. & Verhoeven, L. (2010). Assessment of sign language development: The case of deaf children in the Netherlands. Journal of Deaf Studies and Deaf Education 15.2, 107–119.CrossRefGoogle ScholarPubMed
Hermans, D., Ormel, E. & Knoors, H. (2010). On the relation between the signing and reading skills of deaf bilinguals. International Journal of Bilingual Education and Bilingualism 13.2, 187–199.CrossRefGoogle Scholar
Hermans, D., Knoors, H., Ormel, E. & Verhoeven, L. (2008). The relationship between the reading and signing skills of deaf children in bilingual education programs. Journal of Deaf Studies and Deaf Education 13.4, 518–530.CrossRefGoogle ScholarPubMed
Hermans, D., Wauters, L., De Klerk, A. & Knoors, H. (2014). Quality of instruction in bilingual schools for deaf children: Through the children's eyes and the camera's lens. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. New York/Oxford: Oxford University Press, 272–291.CrossRefGoogle Scholar
Hickok, G., Love-Geffen, T. & Klima, E. S. (2002). Role of the left hemisphere in sign language comprehension. Brain and Language 82.2, 167–178.CrossRefGoogle ScholarPubMed
Hoffmeister, R. (2000). A piece of the puzzle: ASL and reading comprehension in deaf children. In Chamberlain, C., Morford, J. P. & Mayberry, R. I. (eds.), Language acquisition by eye. Mahwah, N.J: Lawrence Erlbaum Associates, 143–163.Google Scholar
Holzinger, D. & Fellinger, J. (2014). Sign language and reading comprehension: No automatic transfer. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. New York/Oxford: Oxford University Press, 102–133.CrossRefGoogle Scholar
Humphries, T. & MacDougall, F. (2000). ‘Chaining’ and other links: Making connections between American sign language and English in two types of school settings. Visual Anthropology Review 15.2, 84–94.CrossRefGoogle Scholar
Hunger, B. (2006). Noun/verb pairs in Austrian sign language (ÖGS). Sign Language and Linguistics (Online) 9.1–2, 71–94.CrossRefGoogle Scholar
Hyde, M. & Punch, R. (2011). The modes of communication used by children with cochlear implants and the role of sign in their lives. American Annals of the Deaf 155.5, 535–549.CrossRefGoogle ScholarPubMed
Janjua, F., Woll, B. & Kyle, J. (2002). Effects of parental style of interaction on language development in very young severe and profound deaf children. International Journal of Pediatric Otorhinolaryngology 64.3, 193–205.CrossRefGoogle ScholarPubMed
Johnston, T. (2004). The assessment and achievement of proficiency in a native sign language within a sign bilingual program: The pilot Auslan receptive skills test. Deafness and Education International 6.2, 57–81.CrossRefGoogle Scholar
Kaderavek, J. N. & Pakulski, L. A. (2007). Mother–child story book interactions: Literacy orientation of pre-schoolers with hearing impairment. Journal of Early Childhood Literacy 7.1, 49–72.CrossRefGoogle Scholar
Kelman, C. A. & Branco, A. U. (2009). (Meta) communication strategies in inclusive classes for deaf students. American Annals of the Deaf 154.4, 371–381.CrossRefGoogle ScholarPubMed
Klatter-Folmer, J., van Hout, R., Kolen, E. & Verhoeven, L. (2006). Language development in deaf children's interactions with deaf and hearing adults: A Dutch longitudinal study. Journal of Deaf Studies and Deaf Education 11.2, 238–251.CrossRefGoogle ScholarPubMed
Klima, E. S. & Bellugi, U. (1979). The signs of language. Cambridge, Mass: Harvard University Press.Google Scholar
Knight, P. & Swanwick, R. (2002). Working with deaf pupils: Sign bilingual policy into practice. London: David Fulton Publishers.Google Scholar
Knoors, H. & Marschark, M. (2012). Language planning for the 21st century: Revisiting bilingual language policy for deaf children. Journal of Deaf Studies and Deaf Education 17.3, 291–305.CrossRefGoogle ScholarPubMed
Knoors, H. & Renting, B. (2000). Measuring the quality of education: The involvement of bilingually educated deaf children. American Annals of the Deaf 145.3, 268–274.CrossRefGoogle ScholarPubMed
Koutsoubou, M., Herman, R. & Woll, B. (2006). Bilingual language profiles of deaf students: An analysis of the written narratives of three deaf writers with different language proficiencies. Deafness and Education International 8.3, 144–168.CrossRefGoogle Scholar
Koutsoubou, M., Herman, R. & Woll, B. (2007). Does language input matter in bilingual writing? Translation versus direct composition in deaf school students’ written stories. International Journal of Bilingual Education and Bilingualism 10.2, 127–151.CrossRefGoogle Scholar
Krausneker, V. (2008). Language use and awareness of deaf and hearing children in a bilingual setting. In Plaza-Pust, C. & Morales-Lopez, E. (eds.), Sign bilingualism: Language development, interaction and maintenance in sign language contact situations. Amsterdam, The Netherlands: John Benjamins Publishing, 195–222.CrossRefGoogle Scholar
Kristoffersen, A.-E. & Simonsen, E. (2012). Teacher-assigned literacy events in a bimodal, bilingual preschool with deaf and hearing Children. Journal of Early Childhood Literacy 14.1, 80–104.CrossRefGoogle Scholar
Kyle, F. & Harris, M. (2010). Predictors of reading development in deaf children: A 3-year longitudinal study. Journal of Experimental Child Psychology 107, 229–243.CrossRefGoogle ScholarPubMed
Kyle, F. & Harris, M. (2011). Longitudinal patterns of emerging literacy in beginning deaf and hearing readers. Journal of Deaf Studies and Deaf Education 16.3, 289–304.CrossRefGoogle ScholarPubMed
Kyle, J. & Woll, B. (1985). Sign language: The study of deaf people and their language Cambridge: Cambridge University Press.Google Scholar
Lange, C. M., Lane-Outlaw, S., Lange, W. E. & Sherwood, D. L. (2013). American Sign Language/English bilingual model: A longitudinal study of academic growth. Journal of Deaf Studies and Deaf Education 18.4, 532–544.CrossRefGoogle Scholar
Levesque, E., Brown, P. M. & Wigglesworth, G. (2014). The impact of bimodal bilingual parental input on the communication and language development of a young deaf child. Deafness & Education International 16.3, 161–181.CrossRefGoogle Scholar
Lewis, G., Jones, B. & Baker, C. (2012). Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation 18.7, 655–670.CrossRefGoogle Scholar
Leybaert, J. (2000). Phonology acquired through the eyes and spelling in deaf children. Journal of Experimental Child Psychology 75.4, 291–318.CrossRefGoogle ScholarPubMed
Leybaert, J. & LaSasso, C. J. (2010). Cued speech for enhancing speech perception and first language development of children with cochlear implants. Trends in Amplification 14.2, 96–112.CrossRefGoogle ScholarPubMed
Lichtig, I., Couto, M. I. V., Mecca, F. F. D. N., Hartley, S., Wirz, S. & Woll, B. (2011). Assessing deaf and hearing children's communication in Brazil. Journal of Communication Disorders 44.2, 223–235.CrossRefGoogle ScholarPubMed
MacSweeney, M., Capek, C. M., Campbell, R. & Woll, B. (2008). The signing brain: The neurobiology of sign language. Trends in Cognitive Sciences 12.11, 432–440.CrossRefGoogle ScholarPubMed
Mahshie, S. N. (1995). Educating deaf children bilingually: With insights and applications from Sweden and Denmark. Washington, DC: Gallaudet University Press.Google Scholar
Malaia, E. & Wilbur, R. B. (2010). Early acquisition of sign language: What neuroimaging data tell us. Sign Language and Linguistics (Online) 13.2, 183–199.CrossRefGoogle ScholarPubMed
Mann, W., Marshall, C. R., Mason, K. & Morgan, G. (2010). The acquisition of sign language: The impact of phonetic complexity on phonology. Language Learning and Development 6.1, 60–86.CrossRefGoogle Scholar
Marschark, M. & Lee, C. (2014). Navigating two languages in the classroom: Goals, evidence and outcomes. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. New York/Oxford: Oxford University Press, 213–241.CrossRefGoogle Scholar
Marschark, M., Knoors, H. & Tang, G. (2014). Perspectives on bilingualism and bilingual education for deaf learners. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and Bilingual Deaf Education. New York/Oxford: Oxford University Press, 445–476.CrossRefGoogle Scholar
Marschark, M., Sarchet, T., Rhoten, C. & Zupan, M. (2010). Will cochlear implants close the gap in reading achievement for deaf students? In Marschark, M. & Spencer, P. (eds.), The Oxford handbook of deaf studies, language, and education. New York, NY: Oxford University Press, 127–143.Google Scholar
Marschark, M., Sapere, P., Convertino, C. M., Mayer, C., Wauters, L. & Sarchet, T. (2009). Are deaf students’ reading challenges really about reading? American Annals of the Deaf 154.4, 357–370.CrossRefGoogle ScholarPubMed
Marschark, M., Leigh, G., Sapere, P., Burnham, D., Convertino, C., Stinson, M., Knoors, H., Vervloed, M. & Noble, W. (2006). Benefits of sign language interpreting and text alternatives for deaf students’ classroom learning. Journal of Deaf Studies and Deaf Education 11.4, 421–437.CrossRefGoogle ScholarPubMed
Marschark, M., Sapere, P., Convertino, C. M., Mayer, C., Wauters, L. & Sarchet, T. (2009). Are deaf students’ reading challenges really about reading? American Annals of the Deaf 154.4, 357–370.CrossRefGoogle ScholarPubMed
Mason, K., Rowley, K., Marshall, C. R., Atkinson, J. R., Herman, R., Woll, B. & Morgan, G. (2010). Identifying specific language impairment in deaf children acquiring British Sign Language: Implications for theory and practice. British Journal of Developmental Psychology 28.1, 33–49.CrossRefGoogle ScholarPubMed
Mayberry, R. (2007). When timing is everything: Age of first-language acquisition effects on second-language learning. Applied Psycholinguistics 28.03, 537–549.CrossRefGoogle Scholar
Mayberry, R., Chen, J. K., Witcher, P. & Klein, D. (2011). Age of acquisition effects on the functional organization of language in the adult brain. Brain and Language 119.1, 16–29.CrossRefGoogle ScholarPubMed
Mayberry, R., DelGiudice, A. & Lieberman, A. (2011) Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis. Journal of Deaf Studies and Deaf Education 16, 164–188.CrossRefGoogle ScholarPubMed
Mayer, C. (2007). What really matters in the early literacy development of deaf children. Journal of Deaf Studies and Deaf Education 12.4, 411–431.CrossRefGoogle ScholarPubMed
Mayer, C. (2009). Issues in second language literacy education with learners who are deaf. International Journal of Bilingual Education and Bilingualism 12.3, 325–334.CrossRefGoogle Scholar
Mayer, C. & Akamatsu, T. (2000). Deaf children creating written texts: Contributions of American Sign Language and signed forms of English. American Annals of the Deaf 145.5, 394–401.CrossRefGoogle ScholarPubMed
Mayer, C. & Leigh, G. (2010). The changing context for sign bilingual education programs: Issues in language and the development of literacy. International Journal of Bilingual Education and Bilingualism 13.2, 175–186.CrossRefGoogle Scholar
Mayer, C. & Wells, G. (1996). Can the linguistic interdependence theory support a bilingual-bicultural model of literacy education for deaf students? Journal of Deaf Studies and Deaf Education 1, 93–107.CrossRefGoogle ScholarPubMed
McKee, R. & McKee, D. (2011). Old signs, new signs, whose signs? Sociolinguistic variation in the NZSL lexicon. Sign Language Studies 11.4, 485–527.CrossRefGoogle Scholar
Menéndez, B. (2010). Cross-modal bilingualism: Language contact as evidence of linguistic transfer in sign bilingual education. International Journal of Bilingual Education and Bilingualism 13.2, 201–223.CrossRefGoogle Scholar
Meronen, A. & Ahonen, T. (2008). Individual differences in sign language abilities in deaf children. American Annals of the Deaf 152.5, 495–504.CrossRefGoogle ScholarPubMed
Miller, E. M., Lederberg, A. R. & Easterbrooks, S. R. (2013). Phonological awareness: Explicit instruction of young deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education 18, 206–227.CrossRefGoogle ScholarPubMed
Mineiro, A., Nunes, M. V. S., Moita, M., Silva, S. & Castro-Caldas, A. (2014). Bilingualism and bimodal bilingualism in deaf people: A neurolinguistic approach. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. New York/Oxford: Oxford University Press, 187–212.CrossRefGoogle Scholar
Moeller, M. P., Tomblin, J. B., Yoshinaga-Itano, C., Connor, C. M. & Jerger, S. (2007). Current state of knowledge: Language and literacy of children with hearing impairment. Ear and Hearing 28.6, 740–753.CrossRefGoogle ScholarPubMed
Molander, B. O., Halldén, O. & Lindahl, C. (2010). Ambiguity – A tool or obstacle for joint productive dialogue activity in deaf and hearing students’ reasoning about ecology. International Journal of Educational Research 49.1, 33–47.CrossRefGoogle Scholar
Mollink, H., Hermans, D. & Knoors, H. (2008). Vocabulary training of spoken words in hard-of-hearing children. Deafness and Education International 10.2, 80–92.Google Scholar
Morford, J. P. & Hänel-Faulhaber, B. (2011). Homesigners as late learners: Connecting the dots from delayed acquisition in childhood to sign language processing in adulthood. Linguistics and Language Compass 5.8, 525–537.CrossRefGoogle Scholar
Morgan, G. (2006). ‘Children are just lingual’: The development of phonology in British Sign Language (BSL). Lingua 116.10, 1507–1523.CrossRefGoogle Scholar
Morgan, G., Herman, R., Barriere, I. & Woll, B. (2008). The onset and mastery of spatial language in children acquiring British Sign Language. Cognitive Development 23.1, 1–19.CrossRefGoogle Scholar
Most, T. (2003). The use of repair strategies: Bilingual deaf children using sign language and spoken language. American Annals of the Deaf 148.4, 308–314.CrossRefGoogle ScholarPubMed
Mounty, J. L., Pucci, C. T. & Harmon, K. C. (2014). How deaf American Sign Language/English bilingual children become proficient readers: An emic perspective. Journal of Deaf Studies and Deaf Education 19.3, 333–346.CrossRefGoogle ScholarPubMed
Mueller, V. & Hurtig, R. (2010). Technology-enhanced shared reading with deaf and hard-of-hearing children: The role of a fluent signing narrator. Journal of Deaf Studies and Deaf Education 15.1, 72–101.CrossRefGoogle ScholarPubMed
Myers, C., Clark, M. D., Musyoka, M. M., Anderson, M. L., Gilbert, G. L., Agyen, S. & Hauser, P. C. (2010). Black deaf individuals’ reading skills: Influence of ASL, culture, family characteristics, reading experience, and education. American Annals of the Deaf 155.4, 449–457.CrossRefGoogle ScholarPubMed
Napier, J., Leigh, G. & Nann, S. (2007). Teaching sign language to hearing parents of deaf children: An action research process. Deafness and Education International 9.2, 83–100.CrossRefGoogle Scholar
Niederberger, N. (2008). Does the knowledge of a natural sign language facilitate deaf children's learning to read and write? Insights from French sign language and written French data. In Plaza-Pust, C. & Morales-Lopez, E. (eds.), Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations. Amsterdam: John Benjamins Publishing, 29–50.CrossRefGoogle Scholar
Nielsen, D. C., Luetke, B. & Stryker, D. S. (2011). The importance of morphemic awareness to reading achievement and the potential of signing morphemes to supporting reading development. Journal of Deaf Studies and Deaf Education 16.3, 275–288.CrossRefGoogle ScholarPubMed
Nover, S., Andrews, J., Baker, S., Everhart, V. & Bradford, M. (2002). ASL English bilingual instruction for deaf students: Evaluation and impact study. Final report 1997–2002.Google Scholar
Ormel, E. & Giezen, M. (2014). Bimodal bilingual cross-language interaction: Pieces of the puzzle. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. New York/Oxford: Oxford University Press, 74–101.CrossRefGoogle Scholar
Ormel, E., Hermans, D., Knoors, H. & Verhoeven, L. (2012). Cross-language effects in written word recognition: The case of bilingual deaf children. Bilingualism 15.2, 288–303.CrossRefGoogle Scholar
Padden, C. (2006). Learning to fingerspell twice: Young signing children's acquisition of fingerspelling. In Schick, B., Marschark, M. & Spencer, P. E. (eds.), Advances in the sign language development of deaf children. New York: Oxford University Press, 189–201.Google Scholar
Padden, C. & Ramsey, C. (2000). American sign language and reading ability in deaf children. In Chamberlain, C., Morford, J. P. & Mayberry, R. (eds.), Language acquisition by eye. Hillsdale, NJ: Lawrence Erlbaum Associates, 165–189.Google Scholar
Parisot, A. M. & Rinfret, J. (2012). Recognition of Langue des Signes Québécoise in Eastern Canada. Sign Language Studies 12.4, 583–601.CrossRefGoogle Scholar
Petitto, L. A., Katerelos, M., Levy, B. G., Gauna, K., Tétreault, K. & Ferraro, V. (2001). Bilingual signed and spoken language acquisition from birth: Implications for the mechanisms underlying early bilingual language acquisition. Journal of Child Language 28.2, 453–496.CrossRefGoogle ScholarPubMed
Piñar, P., Dussias, P. E. & Morford, J. P. (2011). Deaf readers as bilinguals: An examination of deaf readers’ print comprehension in light of current advances in bilingualism and second language processing. Linguistics and Language Compass 5.10, 691–704.CrossRefGoogle Scholar
Plaza-Pust, C. (2014). Language development and language interaction in sign bilingual language acquisition. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. Oxford/NewYork: Oxford University Press, 23–54.CrossRefGoogle Scholar
Plessow-Wolfson, S. & Epstein, F. (2005). The experience of story reading: Deaf children and hearing mothers’ interactions at story time. American Annals of the Deaf 150.4, 369–378.CrossRefGoogle ScholarPubMed
Power, D., Hyde, M. & Leigh, G. (2008). Learning English from signed English: An impossible task? American Annals of the Deaf 153, 37–47.CrossRefGoogle Scholar
Preisler, G., Tvingstedt, A. L. & Ahlström, M. (2005). Interviews with deaf children about their experiences using cochlear implants. American Annals of the Deaf 150.3, 260–267.CrossRefGoogle ScholarPubMed
Prinz, P. M. & Strong, M. (1998). ASL proficiency and English literacy within a bilingual deaf education model of instruction. Topics in Language Disorders 18.4, 47–60.CrossRefGoogle Scholar
Puente, A., Alvarado, J. M. & Herrera, V. (2006). Fingerspelling and sign language as alternative codes for reading and writing words for Chilean deaf signers. American Annals of the Deaf 151.3, 299–310.CrossRefGoogle ScholarPubMed
Quer, J. (2012). Legal pathways to the recognition of sign languages: A comparison of the Catalan and Spanish sign language acts. Sign Language Studies 12.4, 565–582.CrossRefGoogle Scholar
Quinto-Pozos, D., Forber-Pratt, A. J. & Singleton, J. L. (2011). Do developmental communication disorders exist in the signed modality? Perspectives from professionals. Language, Speech, and Hearing Services in Schools 42.4, 423–443.CrossRefGoogle ScholarPubMed
Rinaldi, P. & Caselli, C. (2009). Lexical and grammatical abilities in deaf Italian preschoolers: The role of duration of formal language experience. Journal of Deaf Studies and Deaf Education 14.1, 63–75.CrossRefGoogle ScholarPubMed
Rinaldi, P., Caselli, C., Onofrio, D. & Volterra, V. (2014). Language acquisition by bilingual deaf preschoolers: Theoretical and methodological issues and empirical data. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. Oxford/New York: Oxford University Press, 54–73.CrossRefGoogle Scholar
Robertson, X. A., Quintela, D. A., Ramírez, I. C. & Lissi, M. R. (2012). Descriptive study on narrative competence development in Chilean sign language. ONOMAZEIN 26.2, 193–219.CrossRefGoogle Scholar
Rodríguez, I. R. (2007). Spanish sign language comprehension. Journal of Deaf Studies and Deaf Education 30.1, 87–107.CrossRefGoogle Scholar
Roos, C. (2014). A sociocultural perspective on young deaf children's fingerspelling: An ethnographic study in a signing setting. Deafness & Education International 16.2, 86–107.CrossRefGoogle Scholar
Rydberg, E., Gellerstedt, L. C. & Danermark, B. (2009). Toward an equal level of educational attainment between deaf and hearing people in Sweden? Journal of Deaf Studies and Deaf Education 14.3, 312–323.CrossRefGoogle ScholarPubMed
Schembri, A., Jones, C. & Burnham, D. (2005). Comparing action gestures and classifier verbs of motion: Evidence from Australian sign language, Taiwan sign language, and nonsigners’ gestures without speech. Journal of Deaf Studies and Deaf Education 10.3, 272–290.CrossRefGoogle ScholarPubMed
Schermer, T. (2012). Sign language planning in the Netherlands between 1980 and 2010. Sign Language Studies 12.4, 467–493.CrossRefGoogle Scholar
Senghas, R. J. & Monaghan, L. (2002). Signs of their times: Deaf communities and the culture of language. Annual Review of Anthropology 31, 69–97.CrossRefGoogle Scholar
Singleton, J. L., Morgan, D., DiGello, E., Wiles, J. & Rivers, R. (2004). Vocabulary use by low, moderate, and high ASL-proficient writers compared to hearing ESL and monolingual speakers. Journal of Deaf Studies and Deaf Education 9.1, 86–103.CrossRefGoogle ScholarPubMed
Singleton, J. L., Supalla, S., Litchfield, S. & Schley, S. (1998). From sign to word: Considering modality constraints in ASL/English bilingual education. Topics in Language Disorders 18.4, 16–29.CrossRefGoogle Scholar
Slegers, C. (2010). Signs of change. Australian Review of Applied Linguistics 33.1, 5.1–5.20.CrossRefGoogle Scholar
Smith, A. & Wang, Y. (2010). The impact of visual phonics on the phonological awareness and speech production of a student who is deaf: A case study. American Annals of the Deaf 155.2, 124–130.CrossRefGoogle ScholarPubMed
Stokoe, W. C. (1960). Sign language structure: An outline of the visual communication system of the American deaf. Studies in Linguistics Occasional Papers 8. University of Buffalo: Department of Anthropology and Linguistics.Google Scholar
Surian, L., Tedoldi, M. & Siegal, M. (2010). Sensitivity to conversational maxims in deaf and hearing children. Journal of Child Language 37.4, 929–943.CrossRefGoogle ScholarPubMed
Sutherland, H. & Young, A. (2007). ‘Hate English! Why? . . .’ Signs and English from deaf children's perception results from a preliminary study of deaf children's experiences of sign bilingual education. Deafness and Education International 9.4, 197–213.Google Scholar
Sutton-Spence, R. & Woll, B. (1999). The linguistics of British Sign Language: An introduction. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Swanwick, R. (2001). The demands of a sign bilingual context for teachers and learners: An observation of language use and learning experiences. Deafness and Education International 3.2, 62–79.CrossRefGoogle Scholar
Swanwick, R. (2002). Sign bilingual deaf children's approaches to writing: Individual strategies for bridging the gap between BSL and written English. Deafness and Education International 4.2, 65–83.CrossRefGoogle Scholar
Swanwick, R. (2010). Policy and practice in sign bilingual education: Development, challenges and directions. International Journal of Bilingual Education and Bilingualism 13.2, 147–158.CrossRefGoogle Scholar
Swanwick, R. & Watson, L. (2005). Literacy in the homes of young deaf children: Common and distinct features of spoken language and sign bilingual environments. Journal of Early Childhood Literacy 5.1, 53–78.CrossRefGoogle Scholar
Swanwick, R. & Watson, L. (2007). Parents sharing books with young deaf children in spoken English and in BSL: The common and diverse features of different language settings. Journal of Deaf Studies and Deaf Education 12.3, 385–405.CrossRefGoogle ScholarPubMed
Swanwick, R., Kitchen, R. & Clarke, P. J. (2012). Practitioner talk on deaf children's reading comprehension: Analysing multiple voices. Deafness and Education International 14.2, 100–120.CrossRefGoogle Scholar
Swanwick, R., Dammeyer, J., Hendar, O., Kristoffersen, A. E., Salter, J. & Simonsen, E. (2014). Shifting contexts and practices in sign bilingual education in Northern Europe: Implications for professional development and training. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. New York/Oxford: Oxford University Press, 292–312.CrossRefGoogle Scholar
Tang, G., Lam, S. & Yiu K, C. (2014). Language development of deaf and hard-of-hearing students in a sign bilingual and co-enrollment environment. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education New York/Oxford: Oxford University Press, 313–341.CrossRefGoogle Scholar
Tevenal, S. & Villanueva, M. (2009). Are you getting the message? The effects of SimCom on the message received by deaf, hard of hearing, and hearing students. Sign Language Studies 9.3, 266–286, 379–380.CrossRefGoogle Scholar
Thompson, R. L., Emmorey, K. & Kluender, R. (2009). Learning to look: The acquisition of eye gaze agreement during the production of ASL verbs. Bilingualism 12.4, 393–409.CrossRefGoogle Scholar
Trezek, B. J. & Hancock, G. R. (2013). Implementing instruction in the alphabetic principle within a sign bilingual setting. Journal of Deaf Studies and Deaf Education 18.3, 391–408.CrossRefGoogle ScholarPubMed
Trezek, B. J. & Wang, Y. (2006). Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education 11.2, 202–213.CrossRefGoogle ScholarPubMed
van Beijsterveldt, L. M., & van Hell, J. (2010). Lexical noun phrases in texts written by deaf children and adults with different proficiency levels in sign language. International Journal of Bilingual Education and Bilingualism 13.4, 439–468.CrossRefGoogle Scholar
van Beijsterveldt, L. M. & van Hell, J. G. (2012). Temporal reference marking in narrative and expository text written by deaf children and adults: A bimodal bilingual perspective. Bilingualism 15.1, 128–144.CrossRefGoogle Scholar
van Den Bogaerde, B. & Baker, A. E. (2005). Code mixing in mother–child interaction in deaf families. Sign Language and Linguistics (Online) 8.1–2, 151–174.Google Scholar
van Staden, A. (2013). An evaluation of an intervention using sign language and multi-sensory coding to support word learning and reading comprehension of deaf signing children. Child Language Teaching and Therapy 29.3, 305–318.CrossRefGoogle Scholar
Von Pein, M. & Altarriba, J. (2011). Testing the development of linguistic knowledge in adult naïve learners of American Sign Language. The Modern Language Journal 95.2, 205–216.CrossRefGoogle Scholar
Walker, E. A. & Tomblin, J. B. (2014). The influence of communication mode on language development in children with cochlear implants. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. NewYork/Oxford: Oxford University Press, 134–151.CrossRefGoogle Scholar
Wang, Y., Trezek, B. J., Luckner, J. L. & Paul, P. V. (2008). The role of phonology and phonologically related skills in reading instruction for students who are deaf or hard of hearing. American Annals of the Deaf 153.4, 396–407.CrossRefGoogle ScholarPubMed
Watson, L. M., Archbold, S. M. & Nikolopoulos, T. P. (2006). Children's communication mode five years after cochlear implantation: Changes over time according to age at implant. Cochlear Implants International 7.2, 77–91.CrossRefGoogle ScholarPubMed
Watson, L. M., Hardie, T., Archbold, S. M. & Wheeler, A. (2008). Parents’ views on changing communication after cochlear implantation. Journal of Deaf Studies and Deaf Education 13.1, 104–116.CrossRefGoogle ScholarPubMed
Wauters, L. & Klerk, A. (2014). Improving reading instruction to deaf and hard-of-hearing students. In Marschark, M., Tang, G. & Knoors, H. (eds.), Bilingualism and bilingual deaf education. New York/Oxford: Oxford University Press, 242–271.CrossRefGoogle Scholar
Wauters, L., Knoors, H., Vervloed, M. & Aarnoutse, C. (2001). Sign facilitation in word recognition. Journal of Special Education 35.1, 31–40.CrossRefGoogle Scholar
Wheeler, A., Archbold, S. M., Hardie, T. & Watson, L. M. (2009). Children with cochlear implants: The communication journey. Cochlear Implants International 10.1, 41–62.CrossRefGoogle ScholarPubMed
Wilbur, R. B. (2000). The use of ASL to support the development of English and literacy. Journal of Deaf Studies and Deaf Education 5.1, 81–104.CrossRefGoogle ScholarPubMed
Willoughby, L. (2012). Language maintenance and the deaf child. Journal of Multilingual and Multicultural Development 33.6, 605–618.CrossRefGoogle Scholar
Woll, B. & Morgan, G. (2012). Language impairments in the development of sign: Do they reside in a specific modality or are they modality-independent deficits? Bilingualism 15.1, 75–87.CrossRefGoogle Scholar
Yang, J. H. & Fischer, S. D. (2002). Expressing negation in Chinese sign language. Sign Language and Linguistics (Online) 5.2, 167–202.Google Scholar