Abstract
ABSTRACTThis study examined the spoken English development of a hearing child of deaf parents who used American Sign Language (ASL). The child first learned ASL in interactions with his parents and later developed spoken English outside the home environment. It was hypothesized that the child's acquisition of spoken English would systematically reflect both expected monolingual developmental patterns and interlinguistic transfer. Four areas of mismatch between ASL and spoken English were identified. Language sample data from ages 2;9–5;2 were examined for evidence to evaluate the hypotheses. Features that reflected the simultaneous versus sequential mismatch between ASL and English, undifferentiated versus differentiated aspects, free versus bound morpheme mechanisms, and word-order differences provided evidence of ASL influence on spoken English acquisition. Although not extensive, ASL appears to have exerted consistent influence on several areas of the child's spoken English development.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.