Lillo-Martin Diane, Gagne Deanna, Pichler Deborah Chen
University of Connecticut.
Haskins Laboratories.
Hrvat Rev Rehabil Istraz. 2022;58(Spec Issue):83-97. doi: 10.31299/hrri.58.si.4.
This article presents a selective overview of topics related to the language experience of early bimodal bilinguals - individuals who are raised from an early age using two languages from two different modalities, typically spoken (or written) and signed. We show that deaf and hearing bimodal bilinguals may display patterns of bilingualism that are similar to unimodal bilinguals in some ways, such as the use of both languages in a single situation or even a single utterance. Nevertheless, there are also differences between bimodal and unimodal bilinguals, and differences among different subgroups of bimodal bilinguals, given large variation in relative access to the dominant and minority language(s) in their environment and their differential experiences in schooling and interactions with potential interlocutors. Moreover, we review studies discussing potential advantages of the sign modality and advantages of bilingualism in this population. We hope to highlight the importance of considering children's overall language experience, including the age(s) at which they are exposed to each of their languages, the richness of their experiences with each of the languages, and the ways that the language-learning experience may contribute to the child's linguistic and cognitive development.
本文对与早期双模式双语者的语言经历相关的主题进行了选择性概述。早期双模式双语者是指从小使用来自两种不同模式的两种语言的个体，通常是口语（或书面语）和手语。我们发现，聋人和听力正常的双模式双语者在某些方面可能表现出与单模式双语者相似的双语模式，例如在单一情境甚至单一话语中使用两种语言。然而，双模式和单模式双语者之间也存在差异，而且不同亚组的双模式双语者之间也存在差异，这是因为他们在所处环境中接触主导语言和少数族裔语言的相对机会差异很大，以及他们在学校教育和与潜在对话者互动方面的经历不同。此外，我们回顾了讨论手语模式的潜在优势以及该群体中双语优势的研究。我们希望强调考虑儿童整体语言经历的重要性，包括他们接触每种语言的年龄、他们对每种语言的丰富体验，以及语言学习经历可能促进儿童语言和认知发展的方式。
