Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French

Dubuisson, Colette; Parisot, Anne-Marie; Vercaingne-Ménard, Astrid

doi:10.1075/sibil.38.06dub

Cited by 3 publications

(3 citation statements)

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“…In the last decade or so, researchers have started to explore the relationship between deaf children's reading and signing skills Mayberry 2000, 2008;Duboisson, Parisot, and Vercaigne-Menard 2008;Fish, Hoffmeister, and Thrasher 2005;Hermans et al 2008b;Hoffmeister 2000;Mann 2007;Niederberger 2008;Ormel 2008;Padden and Ramsey 2000;Prinz 1997, 2000). Even though the application of Cummins' linguistic interdependence at a theoretical level may be not without problems, empirical studies of the relation between reading and signing skills have consistently reported a positive relationship between deaf children's skills in sign language and in reading.…”

Section: Studies On the Relationship Between Signing And Reading Skillsmentioning

confidence: 99%

On the relation between the signing and reading skills of deaf bilinguals

Hermans

Ormel

Knoors

2010

International Journal of Bilingual Education and Bilingualism

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In this paper, we will describe the theoretical underpinning of many bilingual education programs for deaf children: Cummins' Linguistic Interdependence theory. Then, we will review some of the studies that have been conducted on the relation between reading and signing skills, and discuss how difficult it is to interpret their findings within Cummins' framework. We will present new data on the relation between deaf children's vocabulary knowledge and morpho-syntactic skills in Sign Language of the Netherlands and spoken Dutch that imply that Cummins' theory may be too narrow as an educational model of bilingual programs for deaf children.

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Section: Studies On the Relationship Between Signing And Reading Skillsmentioning

confidence: 99%

On the relation between the signing and reading skills of deaf bilinguals

Hermans

Ormel

Knoors

2010

International Journal of Bilingual Education and Bilingualism

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“…This discovery has been replicated with numerous sign language and spoken language combinations, including American Sign Language (ASL) and English (Padden and Ramsey, 2000;Strong and Prinz, 2000;Mayberry et al, 2006;, Clark et al, 2014, British Sign Language (BSL) and English (Cormier et al, 2012), Quebec Sign Language (LSQ) and French (Dubuisson et al, 2008), German Sign Language (DGS) and German (Mann, 2007), Chilean Sign Language (LSC) and Spanish (Alvarado et al, 2008), Australian Sign Language and English (Trezek et al, 2010), Israeli Sign Language and Hebrew (Miller, 2013), Aramaic Sign Language, written Aramaic and English (Ludago, 2014), and Hong Kong Sign Language and Chinese Cantonese (Tang et al, 2014).…”

Section: Bilingual Education For Deaf People Is Not Compatible With T...mentioning

confidence: 92%

Beyond Language Policies

Stumpf

Quadros

2022

Hrvat. rev. rehabil. istraž. (Online)

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This paper presents the linguistic plan for Brazilian Sign Language, also known as Libras (Língua Brasileira de Sinais), which has an impact on deaf education in Brazil. A set of actions for the recognition of Libras has been established given the development of research in the field of deaf education, sign language linguistics and sign language translation and interpretation through the involvement of the National Deaf Education and Integration Federation, FENEIS (Federação Nacional de Educação e Integração de Surdos). Documents created by the deaf and scientific publications have contributed to establishing a law that recognises Libras, as well as political actions that legitimise deaf education. However, some educational policies prevent the deaf from access to education. This paper presents the actions that contributed to the recognition of sign language and deaf education and discusses the educational policies that make deaf access to education difficult given their linguistic and cultural specificities. It also presents the subsidies associated with the bilingual linguistic policy in deaf education – Libras and Portuguese –, thus, indicating the need for the implementation and application of Libras and Portuguese teaching in Brazil. In addition, an analysis of the developments of this public policy is presented, considering some crucial concepts that potentially influence decisions and referrals based on linguistic policies and on the rights of deaf people, which are based on the concepts of‘ diversity’ and ‘inclusion’ (Kusters, et al., 2015).

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“…In the absence of available research on their own sign languages, test developers in other countries, to a certain degree, have had to rely on (1) available research on the structure and acquisition of ASL or other betterresearched sign languages (Fehrmann, Huber, Jäger, Sieprath, & Werth, 1995a, 1995b, or (2) tests developed for ASL or BSL, which they have used as a basis for the development of their own tests (e.g., Dubuisson, Parisot, & Vercaingne-Ménard, 2008).…”

Section: Two General Approaches For Constructing Sign Language Testsmentioning

confidence: 99%

Adaptation and Evaluation of a German Sign Language Test

Haug¹

2011

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Despite the current need for reliable and valid test instruments to monitor the sign language acquisition of Deaf children in different countries, very few tests offering strong evidence for their psychometric properties are commercially available. A German Sign Language (DGS) test that focuses on linguistic structures acquired in preschool- and school-aged children (4–8 years old) is urgently needed. The present study uses as a template a test which has sound psychometric properties and has been standardized on another sign language as a starting point for tests of sign languages that are less documented, such as DGS. This book makes a novel contribution to the field by examining linguistic, cultural, methodological, and theoretical issues in the process of the adaptation from the source language test to the target language test, and by providing a model for future test adaptations. It also includes concrete steps for the test development and adaptation process. Adaptation and Evaluation of a German Sign Language Test addresses students and researchers alike who are involved in sign language test development and adaptation. It also provides a comprehensive summary in German.

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Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French

Cited by 3 publications

References 0 publications

On the relation between the signing and reading skills of deaf bilinguals

On the relation between the signing and reading skills of deaf bilinguals

Beyond Language Policies

Adaptation and Evaluation of a German Sign Language Test

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