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

Abstract

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.

Introduction to the Special Issue: Learning Sign Languages as Additional Languages: Considering Language‐ and Modality‐Specific Factors

“…While there are L2/Ln studies of spoken languages, the L2/Ln studies of sign languages for learners whose L1 is also a sign language would help us assess whether the language learning and acquisition process is similar regardless of modality. Chen Pichler and Koulidobrova (2023) argue for the importance of such studies in a conceptual review article within this Special Issue. In particular, they argue the importance of M1L2 learner data from sign languages for understanding what have been framed as modality effects over the years.…”

“…When learning a sign language as an L2/Ln in classrooms, Cripps et al (2023) investigate whether a traditional and a flipped classroom approach produces comparable outcomes for learning ASL. Finally, in a conceptual review article, Chen Pichler and Koulidobrova (2023) call for more research on the issue of modality in the acquisition of a sign language by deaf users of sign languages who would be learning sign languages as additional languages in the same modality.…”

“…Instead, learning additional sign languages occurs when deaf people travel to other countries and interact with signers of those languages. Chen Pichler and Koulidobrova (2023), in this Special Issue, lay out a case for investigating the learning of additional sign languages by deaf people who already know a sign language.…”