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Sign bilingualism.: Language development, interaction, and maintenance in sign language contact situations
International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 13, Nº. 2, 2010, págs. 265-268
This volume provides a unique cross-disciplinary perspective on the external ecological and internal psycholinguistic factors that determine sign bilingualism, its development and maintenance at the individual and societal levels. Multiple aspects concerning the dynamics of contact situations involving a signed and a spoken or a written language are covered in detail, i.e. the development of the languages in bilingual deaf children, cross-modal contact phenomena in the productions of child and adult signers, sign bilingual education concepts and practices in diverse social contexts, deaf educational discourse, sign language planning and interpretation. This state-of-the-art collection is enhanced by a final chapter providing a critical appraisal of the major issues emerging from the individual studies in the light of current assumptions in the broader field of contact linguistics. Given the interdependence of research, policy and practice, the insights gathered in the studies presented are not only of scientific interest, but also bear important implications concerning the perception, understanding and promotion of bilingualism in deaf individuals whose language acquisition and use have been ignored for a long time at the socio-political and scientific levels.
págs. 1-27
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
págs. 29-50
Bilingualism and deafness: correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French
Colette Dubuisson, Anne-Marie Parisot, Astrid Vercaingne-Ménard
págs. 51-71
Why variation matters: on language contact in the development of L2 written German
págs. 73-135
Deaf and hearing children: reading together in preschool
Barbara Ardito, María Cristina Caselli, Angela Vecchietti, Virginia Volterra
págs. 137-164
Can signed language be planned?: implications for interpretation in Spain
págs. 165-193
págs. 195-221
págs. 223-276
págs. 277-295
págs. 297-331
Sign bilingualism: language development, interaction, and maintenance in sign language contact situations
págs. 333-379
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