- Oxford Library of Psychology
- The Oxford Handbook of Deaf Studies in Language
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- It Seems Like Only Yesterday …
- Foundations for Language Development in Deaf Children and the Consequences for Communication Choices
- Rethinking Total Communication: Looking Back, Moving Forward
- From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language
- The Role of Language in Deaf and Hard-of-Hearing Children’s Social-Emotional Development
- Perception of the Prosodic Characteristics of Spoken Language by Individuals With Hearing Loss
- The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children With Hearing Loss
- Grammatical Competence After Early Cochlear Implantation
- Spoken Vocabulary Development in Deaf Children With and Without Cochlear Implants
- Fingerspelling: Beyond Handshape Sequences
- Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions
- Bimodal Bilingualism: Sign Language and Spoken Language
- Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study
- Acquisition of Sign Language as a Second Language
- Teaching English as a Second Language to Deaf and Hard-of-Hearing Students
- A Biolinguistic Approach to Sign Languages
- Neurocognitive Function in Deaf Children With Cochlear Implants: Early Development and Long-Term Outcomes
- Neurolinguistic Studies of Sign Language Bilingualism
- What the Illiterate Brain Tells the Deaf Brain
- New Directions in Signed Language Assessment
- Investigating Sign Language Development, Delay, and Disorder in Deaf Children
- Language and Communication in People Who Are Deafblind
- Dyslexia and Deafness
- Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading
- Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children
- Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners
- The Impact of Cochlear Implants on Deaf Children’s Literacy
- Scaffolding Learning Through Classroom Talk: The Role of Translanguaging
- Understanding Language in the Real World
- Index
Abstract and Keywords
Research interest in sign L21 sign acquisition is growing, fueled by dramatic increases in sign language learning (Welles, 2004). Researchers ask to what extent typical L2 patterns apply to hearing students learning an L2 in a new modality, or M2 (second modality)-L2 learners. M2 acquisition may pose unique challenges not observed in typical (unimodal) L2 acquisition. At the same time, co-speech gestures and emblems could potentially be exploited to facilitate M2-L2 acquisition of sign language. Additionally, examination of acquisition of a second signed language by individuals with a signed L1, or M1 (first modality)-L2 learners, provides further opportunity to test “typical” patterns of L2 acquisition that have been established almost exclusively on the basis of hearing spoken second-language acquisition. This chapter summarizes the small but growing literature on L2 sign acquisition for both M1 and M2 learners, exploring some of the intriguing research questions offered by L2 sign research.
Keywords: L2, second language acquisition, modality, transfer, critical period
Deborah Chen Pichler Department of Linguistics Gallaudet University Washington, DC
Elena Koulidobrova Department of English, MS TESOL Central Connecticut State University New Britain, CT
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- Oxford Library of Psychology
- The Oxford Handbook of Deaf Studies in Language
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- It Seems Like Only Yesterday …
- Foundations for Language Development in Deaf Children and the Consequences for Communication Choices
- Rethinking Total Communication: Looking Back, Moving Forward
- From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language
- The Role of Language in Deaf and Hard-of-Hearing Children’s Social-Emotional Development
- Perception of the Prosodic Characteristics of Spoken Language by Individuals With Hearing Loss
- The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children With Hearing Loss
- Grammatical Competence After Early Cochlear Implantation
- Spoken Vocabulary Development in Deaf Children With and Without Cochlear Implants
- Fingerspelling: Beyond Handshape Sequences
- Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions
- Bimodal Bilingualism: Sign Language and Spoken Language
- Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study
- Acquisition of Sign Language as a Second Language
- Teaching English as a Second Language to Deaf and Hard-of-Hearing Students
- A Biolinguistic Approach to Sign Languages
- Neurocognitive Function in Deaf Children With Cochlear Implants: Early Development and Long-Term Outcomes
- Neurolinguistic Studies of Sign Language Bilingualism
- What the Illiterate Brain Tells the Deaf Brain
- New Directions in Signed Language Assessment
- Investigating Sign Language Development, Delay, and Disorder in Deaf Children
- Language and Communication in People Who Are Deafblind
- Dyslexia and Deafness
- Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading
- Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children
- Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners
- The Impact of Cochlear Implants on Deaf Children’s Literacy
- Scaffolding Learning Through Classroom Talk: The Role of Translanguaging
- Understanding Language in the Real World
- Index
