The first, focusing on the history of these communities, demonstrates that the current issues have roots in the past, including the central role of education in the creation and maintenance of communities. Anthropological researchers have approached the study of d/Deaf communities from at least three useful angles. Recently, studies of deafness have adopted more complex sociocultural perspectives, raising issues of community identity, formation and maintenance, and language ideology. In ethnographic accounts, interactions involving deaf people are sometimes presented as examples of how communities treat atypical members. Until 25 years ago, academic literature addressing deafness typically described deafness as pathology, focusing on cures or mitigation of the perceived handicap. Based on original research and using findings from the largest available multimedia bilingual corpus, the book will be welcomed by students and scholars working in child language acquisition, bilingualism and language contact.read more read lessĪbstract: ▪ Abstract Because of their deafness, deaf people have been marked as different and treated problematically by their hearing societies. The authors demonstrate significant interactions between the children's developing grammars, as well as the important role played by language dominance in their bilingual development. While each bilingual child's profile is unique, the children studied are shown to develop quite differently from monolingual children. Drawing on new studies of children exposed to two languages from birth (English and Cantonese), this book demonstrates how childhood bilingualism develops naturally in response to the two languages in the children's environment. Abstract: How does a child become bilingual? The answer to this intriguing question remains largely a mystery, not least because it has been far less extensively researched than the process of mastering a first language.
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