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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: 19 September 2021

Bimodal Bilingual Cross-Language Interaction

Bimodal Bilingual Cross-Language Interaction

Pieces of the Puzzle

(p.74) 4 Bimodal Bilingual Cross-Language Interaction
Bilingualism and Bilingual Deaf Education

Ellen Ormel

Marcel Giezen

Oxford University Press

For spoken language bilinguals, it is well established that the two languages influence each other during language processing, even in monolingual contexts. Furthermore, knowledge of multiple spoken languages affects not only language processing but also non-linguistic processing and is thought to exercise and strengthen domain-general executive control functions. This chapter addresses the question of whether similar patterns of cross-language interaction are found with bilinguals fluent in a spoken language and a sign language, that is, bimodal bilinguals, and whether bimodal bilinguals also develop enhanced non-linguistic cognitive control abilities. In addition, a few of the missing pieces in the bimodal bilingual puzzle are highlighted, including the role of age of acquisition and language proficiency. The chapter concludes with a discussion of the implications of this type of research for bilingual education of deaf children.

Keywords:   bimodal bilingualism, cross-language interaction, cognitive control, age of acquisition, language proficiency, bilingual education

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