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what_does_it_all_mean [2011/05/16 09:57]
carolynk
what_does_it_all_mean [2011/05/16 10:20] (current)
carolynk
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-**What factors affect language acquisition?​**+===What factors affect language acquisition?​===
  
 It is also important to keep in mind the factors that affect language acquisition in hearing-impaired children. ​ For instance: It is also important to keep in mind the factors that affect language acquisition in hearing-impaired children. ​ For instance:
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-**Language development vs Language learning**+===Language development vs Language learning===
  
 When comparing language acquisition among hearing and deaf children, it is important to remember the distinction between //language development//​ and //language learning//. (Schick, 14) When comparing language acquisition among hearing and deaf children, it is important to remember the distinction between //language development//​ and //language learning//. (Schick, 14)
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 Although this distinction doesn'​t mean much when you are analyzing language acquisition in solely hearing children, it is very important to take into consideration when analyzing language acquisition in deaf children. Language //​development//​ seems to occur relatively naturally in both hearing children with hearing parents and deaf children with deaf parents. However, deaf children with hearing parents rely more on language //​learning//​ from some sort of early intervention program. Although this distinction doesn'​t mean much when you are analyzing language acquisition in solely hearing children, it is very important to take into consideration when analyzing language acquisition in deaf children. Language //​development//​ seems to occur relatively naturally in both hearing children with hearing parents and deaf children with deaf parents. However, deaf children with hearing parents rely more on language //​learning//​ from some sort of early intervention program.
  
-**Timing of Milestones**+===Timing of Milestones===
  
 If the hearing impairment is identified early and sign language is introduced to the child, he will be able to develop sign language just as a child with typical hearing develops spoken language (Robinshaw, 1995; as cited in Magnuson, 2000). ​ When the child sees and uses sign language from the beginning, he will benefit from the early introduction. If the hearing impairment is identified early and sign language is introduced to the child, he will be able to develop sign language just as a child with typical hearing develops spoken language (Robinshaw, 1995; as cited in Magnuson, 2000). ​ When the child sees and uses sign language from the beginning, he will benefit from the early introduction.
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 **For more information specific to sign language, visit this other wiki page [[Sign Language]].** **For more information specific to sign language, visit this other wiki page [[Sign Language]].**
  
-**How similar is ASL to spoken languages?**+===How similar is ASL to spoken languages?===
  
 Much of the research done on American Sign Language has attempted to show how the development of ASL is no different from the development of other spoken languages. Many similar counterparts have been found across the two types of language, such as correlations in phonology, syntax, pronouns, and morphology. However, there is much to be learned about ASL by examining how it //differs// from the typical spoken language. A visual language has the unique characteristics of space, nonmanual markers, or classifiers to indicate meanings typically expressed by sequentially ordered bound and free morphemes in spoken language (Schick, 16). A better understanding of how visual languages develop will have direct impact on early intervention and educational programming for deaf children, improving opportunities and efficiency. ​ Much of the research done on American Sign Language has attempted to show how the development of ASL is no different from the development of other spoken languages. Many similar counterparts have been found across the two types of language, such as correlations in phonology, syntax, pronouns, and morphology. However, there is much to be learned about ASL by examining how it //differs// from the typical spoken language. A visual language has the unique characteristics of space, nonmanual markers, or classifiers to indicate meanings typically expressed by sequentially ordered bound and free morphemes in spoken language (Schick, 16). A better understanding of how visual languages develop will have direct impact on early intervention and educational programming for deaf children, improving opportunities and efficiency. ​
  
-**Important Note: Deaf Community**+===Important Note: Deaf Community===
  
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