Age, frequency, and iconicity in early sign language acquisition: Evidence from the Israeli Sign Language MacArthur–Bates Communicative Developmental Inventory

Novogrodsky, Rama; Meir, Natalia

doi:10.1017/s0142716420000247

Cited by 12 publications

(8 citation statements)

References 68 publications

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“…One of the first longitudinal studies on signing babies of deaf parents (aged 0;10 at the beginning to 1;6 years at the end) found that the babies’ sign lexicon did not consist predominantly of iconic signs ( Orlansky and Bonvillian, 1984 ). By contrast, recent studies with larger sample sizes of native-signing deaf children (mostly aged less than 3 years) have found that the more iconic the signs were, the more likely they were produced ( Caselli and Pyers, 2017 for American Sign Language; Novogrodsky and Meir, 2020 for Israeli Sign Language; Sümer et al, 2017 for Turkish Sign Language with a sample of deaf and hearing native signing children; and Thompson et al, 2012 for British Sign Language) and comprehended ( Thompson et al, 2012 for British Sign Language).…”

Section: Introductionmentioning

confidence: 85%

Sign learning of hearing children in inclusive day care centers—does iconicity matter?

Goppelt-Kunkel,

Stroh,

Hänel-Faulhaber

2023

Front. Psychol.

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An increasing number of experimental studies suggest that signs and gestures can scaffold vocabulary learning for children with and without special educational needs and/or disabilities (SEND). However, little research has been done on the extent to which iconicity plays a role in sign learning, particularly in inclusive day care centers. This current study investigated the role of iconicity in the sign learning of 145 hearing children (2;1 to 6;3 years) from inclusive day care centers with educators who started using sign-supported speech after a training module. Children’s sign use was assessed via a questionnaire completed by their educators. We found that older children were more likely to learn signs with a higher degree of iconicity, whereas the learning of signs by younger children was less affected by iconicity. Children with SEND did not benefit more from iconicity than children without SEND. These results suggest that whether iconicity plays a role in sign learning depends on the age of the children.

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Section: Introductionmentioning

confidence: 85%

Sign learning of hearing children in inclusive day care centers—does iconicity matter?

Goppelt-Kunkel,

Stroh,

Hänel-Faulhaber

2023

Front. Psychol.

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“…The common term used for this phenomenon in the literature is bimodal-bilingualism. Some use this term in a broad way (Lillo-Martin et al, 2014) and some in a more restricted way (Novogrodsky & Meir, 2020a). In the current study, we follow the broader definition of bimodal-bilingual.…”

Section: Language Interactionmentioning

confidence: 99%

Argument omissions by deaf students in three languages and three modalities

2021

Self Cite

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While it is common for deaf children to be bilingual in a spoken and signed language, studies often attribute any delays in language acquisition to language deprivation, rather than as a result of cross-linguistic interaction. This study compares the production of simple sentences in three languages (Palestinian Arabic, Modern Standard Arabic, and Israeli Sign Language [ISL]) and three language modalities (spoken, written, and signed) by deaf and hearing students in an Arabic-speaking community. Thirty-eight school-age Palestinian Arabic–speaking students participated in a sentence elicitation task in which they retold the events portrayed in video clips. Hearing students ( n = 19) produced the sentences in spoken Palestinian Arabic and in written Modern Standard Arabic. Deaf students ( n = 19) produced the sentences in these two language varieties and additionally in ISL. Omissions of arguments and verbs were compared across the two groups and three languages. Results showed that deaf students omitted more arguments and verbs compared with their hearing peers who scored at close to ceiling. Deaf students produced more omissions for direct objects and more omissions in ISL. The findings can be interpreted in two possible ways: atypical effects resulting from inconsistent language input and cross-linguistic transfer known to arise in multilingual children.

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“…In the panorama of Israel, Novogrodsky and Meir (2020) research on the frequency, iconicity and age, in the literacy of bimodal-bilingual sign language students in sign language, implementing an ISL-CDI scanning tool, in sign language acquisition, in order to bring new findings to the frequency of language acquisition and the role of iconicity. Within the results obtained, outstanding effects are pointed out with regard to age, with correlations between the parents' sign language classification and the size of the sign language itself, supporting the validity by means of the ISL-CDI.…”

Section: Sign Language Teachingmentioning

confidence: 99%

Sign language teaching technological advances and differences in international contexts

Prado

2021

IJILT

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PurposeThe main objective of this article is to contribute to the field of accessibility in the teaching of sign language in the international panorama, examining its applicability, evaluation methods as well as the assistive technologies used to improve teaching experiences and the creation of new materials, proposing a theoretical framework that relates the teaching of sign language at different academic levels, the training of teachers, as well as parents, and the use of technology to achieve educational inclusion. It follows that the adoption of hybrid technology approaches, following universal design principles, can help to integrate access to education and sign language literacy.Design/methodology/approachThe working method used to carry out this work consists of a systematic review of the scientific literature. This is a research project based on the recapitulation of information about sign language in the international panorama and the improvements used for its instruction. For this purpose, the well-known PRISMA (Moher et al., 2009) is used to synthesize the search carried out. A systematic review of the articles published in scientific journals about pedagogy in the teaching of sign language in the international field and technological innovation for sign language teaching has been carried out, incorporating different approaches and personal assessments. The first phase of the method consists of identifying and analyzing the articles published in scientific journals on the teaching of sign language on the international scene and the importance of new educational models with the incorporation of various didactic adaptations, evaluating the selected articles over a period of time from 2009 to 2021. Six steps were used in the systematic review study (Figure 1). First, Steps 1–4 were conducted in 2020 and 2021 as part of a doctoral research. A schematic summary of Steps 1–4 is presented below, followed by Steps 5 and 6, added later to the study after completion of Step 4. In the case of the first four steps they were conducted by two researchers: the thesis tutor and the doctoral student, and Steps 5 and 6 were conducted by the Ph.FindingsTo carry out the analysis of the results, the codification of the variables was carried out. The selected studies are characterized by their international context with a final selection of 39 studies have found several variables that affect the relationship between the teaching of sign language in the international arena and the use of technological innovations to adapt their teaching to students (Figure 4). In this section we present the technology grouped variables included in each factor and the possibilities of standardization and applicability of sign language teaching in the international panorama. Within these articles, the importance of defining training programs in sign language for teachers and the need to evaluate teaching programs is identified, with a focus on actions to improve school curricula to achieve linguistic standardization and inclusion in the academic environment, as well as their use at all levels of education. Therefore, professional practices and cooperation between institutions such as: associations of families of deaf students and educational institutions must be improved, making it possible to give a quality education. Within the exclusion criteria, the articles that do not use sign language teaching tools (n = 45) were subsequently discarded, followed by the articles that do not indicate any intervention in students with disabilities (n = 48), concluding with the articles that nonsign language disability education (n = 44). Subsequently, among those selected, the technology articles that do not speak about sign language were discarded (n = 32), as well as the studies that protect indigenous language but not sign language (n = 33) and, to conclude, the linguistic normalization articles but do not cite sign language (n = 37).Originality/valueCommunication is the element by which the authors can understand each other with the rest of the people around us, in the diversity of language, within non-verbal language, the authors find sign language, the language of deaf and mute people, of families, as a professional employee and nowadays, learned by many non-deaf and mute people to achieve a more inclusive and integrated society with all people. Every country has the right to have its own sign language, especially one that claims its culture and customs, through non-verbal communication with which to express multiple meanings, emotions and intentions. It is essential to know and apply the technological advances that are being developed, promoting the right to autonomy and the defense of the indigenous language as a cultural element of the intangible heritage of each country. The use of technology allows the democratization of culture and access to information regardless of where one lives in the world, in an increasingly globalized society in which communication plays a fundamental role. In the case of the global pandemic, it has forced us to the advancement of home education and the use of efficient digital tools to achieve it such as videoconferencing, in the field of disability there are still many limitations on this use by the various companies that develop them. Within the inclusive educational research the authors must emphasize the need for equality of tools and content for all types of students, especially in sign language. Large digital gaps have been generated in families with and without resources at international level, which also have a member with a disability, this is pointed out in the research mentioning the current situation of the American continent, as well as the search for improvement of the tools and platforms in which they are developed.

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Age, frequency, and iconicity in early sign language acquisition: Evidence from the Israeli Sign Language MacArthur–Bates Communicative Developmental Inventory

Cited by 12 publications

References 68 publications

Sign learning of hearing children in inclusive day care centers—does iconicity matter?

Sign learning of hearing children in inclusive day care centers—does iconicity matter?

Argument omissions by deaf students in three languages and three modalities

Sign language teaching technological advances and differences in international contexts

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