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Bilingualism and Bilingual Deaf Education$
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Marc Marschark, Gladys Tang, and Harry Knoors

Print publication date: 2014

Print ISBN-13: 9780199371815

Published to Oxford Scholarship Online: August 2014

DOI: 10.1093/acprof:oso/9780199371815.001.0001

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Language Development of Deaf Children in a Sign Bilingual and Co-enrollment Environment

Language Development of Deaf Children in a Sign Bilingual and Co-enrollment Environment

Chapter:
(p.313) 13 Language Development of Deaf Children in a Sign Bilingual and Co-enrollment Environment
Source:
Bilingualism and Bilingual Deaf Education
Author(s):

Gladys Tang

Scholastica Lam

Kun-man Chris Yiu

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199371815.003.0013

The chapter explores whether there is any interaction between the development of grammatical knowledge of Hong Kong Sign Language, Cantonese, and Mandarin Chinese by a group of severe to profoundly deaf children studying in a sign bilingual and co-enrollment program in Hong Kong. Results based on language assessment tests show that there is a positive relationship in the development of the three languages, suggesting that acquiring Hong Kong Sign Language does not impede development of spoken language. Also, early exposure to and acquisition of both a signed language and a spoken language strengthen this positive relationship. These results can be interpreted from the perspective of bilingual acquisition in which cross-linguistic influence in a bimodal fashion is possible, despite linguistic differences at the surface level.

Keywords:   sign bilingualism, co-enrollment, deaf children, Hong Kong Sign Language, bilingual acquisition

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