Capitalizing on Simultaneity:

Bishop, Michele D.; Hicks, Sherry L.; Bertone, Antonella; Sala, Rita

doi:10.2307/j.ctv2rr3g4j.7

Cited by 2 publications

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“…Instead of code-switching, both adult and child bimodal bilinguals overwhelmingly engage in code-blending (Figure 2; Emmorey et al, 2008;van den Bogaerde, 2000), described earlier. This avoidance of code-switching in favor of code-blending has now been reported for bimodal bilinguals using a wide variety of sign languages (e.g., Bishop et al, 2006, for İşsever et al, 2019, for Turkish Sign Language/T İD). Detailed analysis of code-blending patterns has greatly informed our understanding of how language is organized and processed in the bilingual brain (Emmorey et al, 2016).…”

Section: Modality Effects As Bimodal Phenomena That Occur When Langua...mentioning

confidence: 60%

The Role of Modality in L2 Learning: The Importance of Learners Acquiring a Second Sign Language (M2L2 and M1L2 Learners)

Pichler,

Koulidobrova

2023

Language Learning

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Second language acquisition (SLA) research offers valuable insight on how languages are learned and how they coexist and influence each other. Sign language learners offer unique perspectives on SLA, allowing researchers to test theories that are otherwise constrained by access to only one modality. Current literature on sign language learning focuses primarily on bimodal bilinguals, mostly hearing adults learning their first sign language (M2L2 learners). However, other groups of L2 signers exist, including deaf learners who have previously acquired a sign language and are learning a new one (M1L2 learners). M1L2 acquisition offers unique insights into complex interactions including multilingualism, modality, and timing of acquisition. We argue that M1L2 signers are a key comparison group for investigations of various L2 and so‐called modality effects and also represent a crucial test case for re‐examining the traditional constructs of “native speaker/signer” and the effects of initial language delay or deprivation on subsequent language acquisition.

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Section: Modality Effects As Bimodal Phenomena That Occur When Langua...mentioning

confidence: 60%

The Role of Modality in L2 Learning: The Importance of Learners Acquiring a Second Sign Language (M2L2 and M1L2 Learners)

Pichler,

Koulidobrova

2023

Language Learning

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“…Rather, they prefer to CODE-BLEND (Emmorey et al, 2008), meaning that they sometimes produce fragments belonging to the two languages simultaneously. This appears to be true for all the bimodal populations that have been observed so far, be they adults or children (American Sign Language (ASL)-English in Bishop & Hicks, 2005; Dutch Sign Language (NGT)-Dutch in Baker & Van den Bogaerde, 2008; Quebec Sign Language (LSQ)-French in Petitto et al, 2001; Brazilian Sign Language (LIBRAS)-Portuguese in de Quadros, 2018; Italian Sign Language (LIS)-Italian in Bishop et al, 2007, Donati & Branchini, 2013, Branchini & Donati, 2016; Finnish Sign Language (FinSL)-Finnish in Kanto et al, 2013).…”

Section: Code-blending In Bimodal Bilinguals: Productionmentioning

confidence: 88%

Processing code-blending beyond the lexical level: evidence for a double syntactic derivation?

Giustolisi,

Jaber,

Branchini

et al. 2024

Bilingualism

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Bimodal bilinguals master languages in two modalities, spoken and signed, and can use them simultaneously due to the independence of the articulators. This behavior, named code-blending, is one of the hallmarks of bimodal bilingualism. Lexical experiments on production and comprehension in American Sign Language/English showed that blending is not cognitively costly and facilitates lexical access. In this work, we replicated the blending advantage in lexical comprehension for hearing bimodal bilinguals with two other language pairs, French Sign Language (LSF)–French and Italian Sign Language (LIS)–Italian, and we explored whether the facilitation is also found at the sentential level. Results show that blended utterances for languages with incongruent word order like LIS–Italian were processed slower than monolingual utterances, while no difference was found when the word orders were congruent (LSF–French). We discuss these findings in light of linguistic theories of syntactic structure derivation in bimodal bilinguals.

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Capitalizing on Simultaneity:

Cited by 2 publications

References 0 publications

The Role of Modality in L2 Learning: The Importance of Learners Acquiring a Second Sign Language (M2L2 and M1L2 Learners)

The Role of Modality in L2 Learning: The Importance of Learners Acquiring a Second Sign Language (M2L2 and M1L2 Learners)

Processing code-blending beyond the lexical level: evidence for a double syntactic derivation?

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