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Bilingualism and Bilingual Deaf Education$
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Marc Marschark, Gladys Tang, and Harry Knoors

Print publication date: 2014

Print ISBN-13: 9780199371815

Published to Oxford Scholarship Online: August 2014

DOI: 10.1093/acprof:oso/9780199371815.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 20 June 2021

Language Acquisition by Bilingual Deaf Preschoolers

Language Acquisition by Bilingual Deaf Preschoolers

Theoretical and Methodological Issues and Empirical Data

(p.54) 3 Language Acquisition by Bilingual Deaf Preschoolers
Bilingualism and Bilingual Deaf Education

Pasquale Rinaldi

Maria Cristina Caselli

Daniela Onofrio

Virginia Volterra

Oxford University Press

The chapter presents theoretical and methodological issues to be considered in the study of early bilingualism. In the first part, what it means to be bimodal bilingual (sign language and spoken language) is explained, and similarities as well as differences with unimodal bilinguals (two spoken languages) are discussed. Recent research on the study of early bilingualism in young hearing children exposed to a minority and a majority language is presented. The second part examines methodological cautions to be considered: differences in the children’s background, the age of first exposure to each language, the amount of input received, and how to assess the development in both languages, adopting similar tasks and similar procedures for data collection. The third part reviews recent studies on early vocabulary acquisition by deaf bilingual children, conducted with indirect and direct observational methods. The chapter ends with a discussion on the future of research in this topic.

Keywords:   sign language, spoken language, vocabulary acquisition, bimodal bilingualism, unimodal bilingualism

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