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Spoken language acquisition of a bim...

Paul, Erin.

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Spoken language acquisition of a bimodal-bilingual 2-year-old: Outcome of language stimulation and influence of quantity of L2 input.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Spoken language acquisition of a bimodal-bilingual 2-year-old: Outcome of language stimulation and influence of quantity of L2 input./
Author:	Paul, Erin.
Description:	139 p.
Notes:	Source: Masters Abstracts International, Volume: 48-06, page: 3668.
Contained By:	Masters Abstracts International48-06.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1485186
ISBN:	9781124094632

Spoken language acquisition of a bimodal-bilingual 2-year-old: Outcome of language stimulation and influence of quantity of L2 input.
Paul, Erin.

Spoken language acquisition of a bimodal-bilingual 2-year-old: Outcome of language stimulation and influence of quantity of L2 input. - 139 p.

Source: Masters Abstracts International, Volume: 48-06, page: 3668.

Thesis (M.S.)--Gallaudet University, 2010.

This case study followed the spoken language stimulation sessions of a two-year-old hearing child of Deaf adults. He is natively acquiring American Sign Language (ASL) and spoken English from birth, but because both of his parents are Deaf, 90% of his language input is in ASL (as judged by his mother). Hearing children of Deaf adults (referred to as CODAs or KODAs) acquire two languages in two separate modalities, one spoken and one signed. Because this population has received limited scholarly attention, this study aims to serve as a basis for future research on this population by contributing to grounded theory. Grounded theory may include theories that are developed from case studies, and then tested amongst a larger population.

ISBN: 9781124094632Subjects--Topical Terms:

1018079
Language, Linguistics.

Spoken language acquisition of a bimodal-bilingual 2-year-old: Outcome of language stimulation and influence of quantity of L2 input.
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020 $a 9781124094632
035 $a (UMI)AAI1485186
035 $a AAI1485186
040 $a UMI $c UMI
100 1 $a Paul, Erin. $3 1680477
245 1 0 $a Spoken language acquisition of a bimodal-bilingual 2-year-old: Outcome of language stimulation and influence of quantity of L2 input.
300 $a 139 p.
500 $a Source: Masters Abstracts International, Volume: 48-06, page: 3668.
500 $a Adviser: Mary June Moseley.
502 $a Thesis (M.S.)--Gallaudet University, 2010.
520 $a This case study followed the spoken language stimulation sessions of a two-year-old hearing child of Deaf adults. He is natively acquiring American Sign Language (ASL) and spoken English from birth, but because both of his parents are Deaf, 90% of his language input is in ASL (as judged by his mother). Hearing children of Deaf adults (referred to as CODAs or KODAs) acquire two languages in two separate modalities, one spoken and one signed. Because this population has received limited scholarly attention, this study aims to serve as a basis for future research on this population by contributing to grounded theory. Grounded theory may include theories that are developed from case studies, and then tested amongst a larger population.
520 $a This project followed the subject during four months of language stimulation in spoken English. One further data collection session was completed four months after the stimulation sessions ended. Each 50-minute session was video recorded, and transcribed. Several measures of language acquisition were then analyzed for each session, including intelligibility, phonemic inventory, mean length of utterance, use of grammatical morphemes, and semantic acquisition. The effectiveness of dynamic assessment as a method of diagnosing a language disorder in a bilingual speaker was also explored. Finally, the relationship between his spoken English acquisition and the amount of his spoken English exposure was also examined.
520 $a The case study found that the subject's spoken English acquisition was positively affected by the stimulation sessions according to his development over time in most parameters examined. Additionally, it was determined that 10--15% exposure to a second language was not sufficient for typical development. Several features were observed in the subject and may be fruitful for further research pertaining to KODAs, including: unstable phonemic representations in spoken English, the use of repetition as a means of rehearsing spoken language, and acquisition of English morphemes in a different order than monolingual English speakers.
590 $a School code: 0505.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Health Sciences, Speech Pathology. $3 1018105
690 $a 0290
690 $a 0460
710 2 $a Gallaudet University. $3 1020387
773 0 $t Masters Abstracts International $g 48-06.
790 1 0 $a Moseley, Mary June, $e advisor
790 $a 0505
791 $a M.S.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1485186