Giving a first impression of how the system of sign language works, this term paper starts off with the formal and grammatical structure of American Sign Language. Subsequently, a comparison with the structure of British Sign Language gives insights into similarities and differences between those two sign languages.
In its main part, the term paper focuses on the acquisition of sign language in the deaf child. The development of “speech” is presented chronologically and compared to the linguistic development of hearing children. The vocabulary of hearing and deaf children is compared and different scientific opinions on the issue are being discussed. The last chapter tries to answer the central questions of this term paper: How does the acquisition of sign language differ from language acquisition of hearing children? Are deaf children therefore handicapped? And if yes, to what extent?
Table of Contents
1) Introduction
2) Sign Language as a Language
3) A Comparison Between American And British Sign Language
4) The Development of Speech in Deaf Children
5) The Vocabulary – A Comparison Between Deaf And Hearing Children
6) Conclusion
Research Objectives and Core Themes
This paper explores the linguistic status and acquisition of sign language in prelingually deaf children, specifically focusing on American Sign Language (ASL) and British Sign Language (BSL). It aims to investigate whether the language development patterns of deaf children significantly differ from those of hearing children and to what extent such differences, if any, imply a linguistic handicap.
- Formal and grammatical structure of sign languages.
- Comparative analysis of American and British Sign Language.
- Chronological development of language acquisition in deaf children.
- Comparison of vocabulary acquisition between deaf and hearing children.
- Assessment of potential linguistic handicaps in deaf individuals.
Excerpt from the Book
2) Sign language as a Language:
Most people who are not exposed to sign language or are not in contact with people practicing sign language do not understand the system of signing. In this chapter, there will be given a brief overview on that topic.
The issue of whether sign languages are “real” languages or not has been highly discussed for a long time. Non-verbal communication systems were thought to be “linguistically primitive, lacking in vocabulary, grammatically confused and incapable of expressing subtle and abstract concepts” (Rodda/Grove 1987:101). William Stokoe is considered as the originator of the acceptance American Sign Language being a real human language, basing his arguments on parallels found in grammatical structures in both, spoken and signed languages (cf. Liddell 2003:VIII). This research by Stokoe in 1960 brought the perception of sign languages being full, complex and independent human languages (cf. Pfau et al. 2012:1).
The first and most significant difference between spoken and signed languages seems to be about the communication channel. Spoken languages transmit information through vocal articulation, which get perceived by the ear. In contrast, sign languages transmit information by body movements, which get perceived visually. This difference is called “modality difference” (ibid.:2).
Summary of Chapters
1) Introduction: This chapter outlines the scope of the paper, introducing the focus on prelingually deaf children and the linguistic comparison between signed and oral languages.
2) Sign Language as a Language: This section provides an overview of sign language as a complex, independent communication system, debunking the myth that it is linguistically primitive.
3) A Comparison Between American And British Sign Language: This chapter examines the structural similarities and differences between ASL and BSL, including their distinct parameters and tense-marking systems.
4) The Development of Speech in Deaf Children: This part details the chronological milestones of manual babbling and sign acquisition, comparing them to the developmental stages of hearing children.
5) The Vocabulary – A Comparison Between Deaf And Hearing Children: This chapter reviews controversial studies regarding the size and development of the mental lexicon in deaf versus hearing children.
6) Conclusion: The final chapter synthesizes findings, arguing that deaf children are not profoundly handicapped when exposed to appropriate language environments from early childhood.
Keywords
Sign Language, American Sign Language, British Sign Language, Language Acquisition, Prelingual Deafness, Modality Difference, Manual Babbling, Vocabulary Development, Linguistics, Grammatical Structure, Deaf Children, Speech Development, Communication Systems, Phonemes, Cheremes.
Frequently Asked Questions
What is the central focus of this research paper?
The paper fundamentally explores the linguistic development of prelingually deaf children and assesses whether their communication methods, specifically sign language, reflect a linguistic deficit compared to hearing children.
Which languages are analyzed in this study?
The study focuses primarily on American Sign Language (ASL) and includes a comparative analysis with British Sign Language (BSL).
What is the primary research question?
The research asks how the acquisition of sign language differs from that of spoken language and whether deaf children are linguistically handicapped by their mode of communication.
What scientific methods are applied to analyze language acquisition?
The paper relies on a review of existing linguistic literature, experimental case studies, and comparative analysis of grammatical structures and developmental timelines in children.
What topics are covered in the main body of the text?
The main body covers the linguistic validity of sign language, a comparison between ASL and BSL, the timeline of language acquisition in deaf infants, and a comparative study of vocabulary development.
Which keywords best characterize this research?
Key terms include Sign Language Acquisition, Deafness, Modality Difference, Mental Lexicon, and Grammar.
What are "cheremes" as described in the context of ASL?
Cheremes are the fundamental units of sign language, acting as the visual-spatial equivalents to the phonemes used in spoken languages.
Does the author conclude that deaf children are handicapped in their language development?
The author concludes that while there are social challenges, deaf children are not inherently handicapped if they are exposed to well-developed sign language and proper environments during early childhood.
- Quote paper
- Deborah Heinen (Author), 2012, Sign language acquisition of deaf children, Munich, GRIN Verlag, https://www.grin.com/document/275856
