Abstract
Research in deaf children's language has centered on three major areas: (1) the effects of educational method, parental communication, and hearing status on deaf children's acquisition of spoken language; (2) the way in which deaf children's spoken language deviates from that of normally hearing children; and (3) the way in which deaf children acquire sign language or develop gesture in its absence. This paper briefly reviews recent research in each of these areas in terms of critical questions germane to deaf children's language and also to first and second language learning.
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