- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
Emerging sign languages may be divided into two types: village sign languages and Deaf community sign languages. Village sign languages develop within small communities or villages where transmission is within and between families. They include languages such as Al-Sayyid Bedouin Sign Language (ABSL, Israel), Martha’s Vineyard Sign Language (United States), Ban Khor Sign Language (Thailand), Kata Kolok Sign Language (Bali), and Adamarobe Sign Language (Ghana). Deaf community sign languages arise from bringing together unrelated signers of different backgrounds in locations such as cities or schools. In such cases (e.g., Nicaraguan Sign Language and Israeli Sign Language [ISL]), language learning takes place in large measure between peers. We assume that the social conditions under which a language develops interact with the development of its linguistic structure. Emerging sign languages are crucial for developing and evaluating such assumptions. Because of their young age, much is known about the social conditions and histories of their communities, and their linguistic development is observable from very early stages. These factors make emerging sign languages a natural laboratory for studying the development of linguistic structure and its interaction with the nature of the language community.
Irit Meir Department of Hebrew Language Department of Communication Sciences and Disorders The University of Haifa Haifa, Israel
Wendy Sandler Department of English Language and Literature The University of Haifa Haifa, Israel
Carol Padden Department of Communication University of California, San Diego La Jolla, CA
Mark Aronoff is Distinguished Professor of Linguistics at Stony Brook University. His research touches on almost all aspects of morphology and its relations to phonology, syntax, semantics, and psycholinguistics. For the last dozen years he has been a member of a team studying a newly-created sign language, Al-Sayyid Bedouin Sign Language. From 1995 to 2001, he served as Editor of Language, the Journal of the Linguistic Society of America.
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