User:Plloren/Bimodal bilingualism/Bibliography

Bibliography

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Bibliography[edit]

This is where you will compile the bibliography for your Wikipedia assignment. Add the name and/or notes about what each source covers, then use the "Cite" button to generate the citation for that source.

Bilingualism, Mind, and Brain ^[1]
- For decades it was believed that bilingualism had a negative impact on learning and/or language development. However, recent research has shown that not only is bilingualism not negative or does not hinder development, it actually has shown positive impact on people's cognitive advancement. In addition, active bilingualism has proven to delay onsets of dementia, which is substantial the impact bilingualism makes on people's health.
- Bilingualism and multilingualism is common in many parts of the world. Thus, this recent research has a bright outcome in what these languages have to offer. Languages and the way they develop in people's brains have allow researchers to tie knowledge between bilingualism, mind, and brain.
Dual Language Exposure and Early Bilingual Development ^[2]
- Past misunderstanding about bilingualism have created a long-standing wave of wrongful labels and believes, such as: bilingualism confuses children. However research has shown that the human brain is able to acquire more than one language. The more current discussion now-a-days is regarding the rate in which bilinguals learn a their first and second language in comparison to monolinguals.
- The lack of knowledge of bilingualism led to studies comparing bilingual and monolingual students tested in only one language. This is problematic due to the knowledge in the bilinguals' second language. Thus, there was something missing from the studies to fully understand the roll of bilingualism in vocabulary knowledge and development. Once this was squared out, researcher found that bilinguals had indeed a large vocabulary knowledge, if they were tested in their two languages.
ASL/English Bimodal Bilingual Brain ^[3]
- Many hearing parents are worried about their deaf child(ren) leaning how to sign; thus, they believe that learning ASL or any other sign language will inhibit their spoken development. However, there is no research that shows that sign language hinders that development.
- Early accessible and natural language is imperative for children's overall development. Once's they have a accessible language where to learn, the knowledge obtain from the natural language can and will be transferred to the second language.
- Bimodal programs sure require a lot of dedication and planning, but it is worth the hassle. A bimodal program provides deaf and hard of hearing students potential without limitations to thrive and learn in an accessible environment.
Unlocking the Research on English Learners ^[4]
- Teaching ELLs shouldn't continue with a traditional approach. Many accommodations need to be in place for ELLs to be able to access the information in a more friendly way of learning. Instruction should be relevant as well as productive to adequately support students' language learning development.
- Although there have been people opposed to teaching ELLs in their home language, it has been shown that contrary to opposers of bilinguals say, teaching in students' home language (first language) is beneficial for their primary language development. This allows for more learning potential for the second language acquisition.

The Development of Bimodal Bilingualism ^[5]

Sign Language-Spoken Language Bilingualism and the Derivation of Bimodally Mixed Sentences^[6]

Deaf children and their parents communicated through the different modalities such as oral-aural modality and visual-gestural modality. The article mentions the mixture of ASL and the English language in the bilinguals. It features the different approaches of contact signing. The contact signing is a common happening in the deaf community.

Bilingualism and bimodal code-blending among deaf ASL-English bilinguals^[7]

The researchers focuses on the contact signing in the ASL-English bilinguals in the article. The definition of contact signing is the mixture of the ASL and the English language. The reason behind the contact signing is the majority of the deaf children were born to their hearing parents. The contact signing was largely influenced by the English language. The chart shows the comparison between ASL and contact signing in the grammar structure. Deaf ASL-English bilinguals use the code-blending such as PSE (Pidgin Sign Language) The article discusses about the contact signing in the deaf community. The difference and comparison between Contact Signing and ASL is mentioned in the article.

Language control in bimodal bilinguals: Evidence from ERPs^[8]

The article is about language control in the bimodal bilinguals. The researchers used the ERP to investigate on the language controls in bimodal bilinguals. The ERP stands for event related potential. They used the ERP to measure the language switch in their research. They reached the conclusion that it may be inconclusive when it comes to ASL.

Talking While Signing: The Influence of Simultaneous Communication on the Spoken Language of Bimodal Bilinguals^[9]

This research studied how simultaneous communication (SimCom) affects the use of spoken language of bimodal bilingual teachers of the deaf and hard of hearing. Speech rate, lexicon and syntactic differences were measured and compared in spoken English-only and SimCom contexts.

Bilingual Acquisition: Theoretical Implications of a Case Study^[10]

This research is focused on language choice and modes adopted by bilingual children who are raised in environments with two or more languages. The effectiveness of bilingual parenting methods are widely debated - this study compared children with parents who separate languages (i.e. one parent per language) and children with bilingual parents who use both often. The study concluded that bilingual children may move between language modes using different languages with different interlocutors.

The Benefits of Bilingualism^[11]

This research covers the benefits of bilingualism, particularly the impact of bimodal bilingualism among Deaf and Hard of Hearing children on their language foundation and cognitive development. Key findings include no delay or confusion between languages with bilingual children (compared to monolingual children), larger lexicon, and earlier development of metalinguistic awareness (compared to monolingual children). Fluency in ASL will support the foundation and development of English.

ASL/English Bilingual Education^[12]

This research covers the models, methodologies and strategies of bimodal bilingual education with English and ASL. Findings include the imperative role of access and exposure in language acquisition and how bimodality determines linguistic competence in each language.

References[edit]

^ Kroll, Judith F.; Dussias, Paola E.; Bice, Kinsey; Perrotti, Lauren (2015-01-01). "Bilingualism, Mind, and Brain". Annual Review of Linguistics. 1 (1): 377–394. doi:10.1146/annurev-linguist-030514-124937. ISSN 2333-9683.
^ Hoff, Erika (2012). "Dual Language Exposure and Early Bilingual Development". Journal of Child Language. 39: 1–27 – via NCBI.
^ Nussbaum, Berlin (2012). "ASL/English Bimodal Bilingual Brain". Odyssey. 13: 14–19 – via ERIC.
^ Goldenberg, Claude (2014). "Unlocking the Research on English Learners" (PDF). Education Digest. 79.6: 36–46 – via A Union of Professionals.
^ Lillo-Martin, Diane; de Quadros, Ronice Müller; Pichler, Deborah Chen (2016). "The Development of Bimodal Bilingualism: Implications for Linguistic Theory". Linguistic approaches to bilingualism. 6 (6): 719–755. doi:10.1075/lab.6.6.01lil. ISSN 1879-9264. PMC 5461974. PMID 28603576. {{cite journal}}: line feed character in |title= at position 69 (help)
^ Berent, Gerald P. (2012-10-03), "Sign Language-Spoken Language Bilingualism and the Derivation of Bimodally Mixed Sentences", The Handbook of Bilingualism and Multilingualism, Chichester, UK: John Wiley & Sons, Ltd, pp. 351–374, retrieved 2022-02-26
^ Herbert, Marjorie; Pires, Acrisio (2017-06-12). "Bilingualism and bimodal code-blending among deaf ASL-English bilinguals". Proceedings of the Linguistic Society of America. 2 (0): 14–1–15. doi:10.3765/plsa.v2i0.4054. ISSN 2473-8689.
^ Declerck, Mathieu; Meade, Gabriela; Midgley, Katherine J.; Holcomb, Phillip J.; Roelofs, Ardi; Emmorey, Karen (2021-10-15). "Language control in bimodal bilinguals: Evidence from ERPs". Neuropsychologia. 161: 108019. doi:10.1016/j.neuropsychologia.2021.108019. ISSN 0028-3932.
^ Rozen-Blay, Or; Novogrodsky, Rama; Degani, Tamar (2022-02-09). "Talking While Signing: The Influence of Simultaneous Communication on the Spoken Language of Bimodal Bilinguals". Journal of Speech, Language, and Hearing Research. 65 (2): 785–796. doi:10.1044/2021_JSLHR-21-00326. ISSN 1092-4388.
^ Wei, Li (2002-02). "M ARGARET DEUCHAR & S UZANNE QUAY , Bilingual acquisition: theoretical implications of a case study . Oxford: Oxford University Press, 2000. Pp. x+163. ISBN 0198236859". Journal of Child Language. 29 (1): 205–223. doi:10.1017/S0305000902215226. ISSN 0305-0009. {{cite journal}}: Check date values in: |date= (help)
^ Traxler, Matthew J.; Corina, David P.; Morford, Jill P.; Hafer, Sarah; Hoversten, Liv J. (2013-07-19). "Deaf readers' response to syntactic complexity: Evidence from self-paced reading". Memory & Cognition. 42 (1): 97–111. doi:10.3758/s13421-013-0346-1. ISSN 0090-502X.
^ Strong, Michael (1988-01-29), "A bilingual approach to the education of young deaf children: ASL and English", Language Learning and Deafness, Cambridge University Press, pp. 113–130, retrieved 2022-03-05

[1] Kroll, Judith F.; Dussias, Paola E.; Bice, Kinsey; Perrotti, Lauren (2015-01-01). "Bilingualism, Mind, and Brain". Annual Review of Linguistics. 1 (1): 377–394. doi:10.1146/annurev-linguist-030514-124937. ISSN 2333-9683.

[2] Hoff, Erika (2012). "Dual Language Exposure and Early Bilingual Development". Journal of Child Language. 39: 1–27 – via NCBI.

[3] Nussbaum, Berlin (2012). "ASL/English Bimodal Bilingual Brain". Odyssey. 13: 14–19 – via ERIC.

[4] Goldenberg, Claude (2014). "Unlocking the Research on English Learners" (PDF). Education Digest. 79.6: 36–46 – via A Union of Professionals.

[5] Lillo-Martin, Diane; de Quadros, Ronice Müller; Pichler, Deborah Chen (2016). "The Development of Bimodal Bilingualism: Implications for Linguistic Theory". Linguistic approaches to bilingualism. 6 (6): 719–755. doi:10.1075/lab.6.6.01lil. ISSN 1879-9264. PMC 5461974. PMID 28603576. {{cite journal}}: line feed character in |title= at position 69 (help)

[6] Berent, Gerald P. (2012-10-03), "Sign Language-Spoken Language Bilingualism and the Derivation of Bimodally Mixed Sentences", The Handbook of Bilingualism and Multilingualism, Chichester, UK: John Wiley & Sons, Ltd, pp. 351–374, retrieved 2022-02-26

[7] Herbert, Marjorie; Pires, Acrisio (2017-06-12). "Bilingualism and bimodal code-blending among deaf ASL-English bilinguals". Proceedings of the Linguistic Society of America. 2 (0): 14–1–15. doi:10.3765/plsa.v2i0.4054. ISSN 2473-8689.

[8] Declerck, Mathieu; Meade, Gabriela; Midgley, Katherine J.; Holcomb, Phillip J.; Roelofs, Ardi; Emmorey, Karen (2021-10-15). "Language control in bimodal bilinguals: Evidence from ERPs". Neuropsychologia. 161: 108019. doi:10.1016/j.neuropsychologia.2021.108019. ISSN 0028-3932.

[9] Rozen-Blay, Or; Novogrodsky, Rama; Degani, Tamar (2022-02-09). "Talking While Signing: The Influence of Simultaneous Communication on the Spoken Language of Bimodal Bilinguals". Journal of Speech, Language, and Hearing Research. 65 (2): 785–796. doi:10.1044/2021_JSLHR-21-00326. ISSN 1092-4388.

[10] Wei, Li (2002-02). "M ARGARET DEUCHAR & S UZANNE QUAY , Bilingual acquisition: theoretical implications of a case study . Oxford: Oxford University Press, 2000. Pp. x+163. ISBN 0198236859". Journal of Child Language. 29 (1): 205–223. doi:10.1017/S0305000902215226. ISSN 0305-0009. {{cite journal}}: Check date values in: |date= (help)

[11] Traxler, Matthew J.; Corina, David P.; Morford, Jill P.; Hafer, Sarah; Hoversten, Liv J. (2013-07-19). "Deaf readers' response to syntactic complexity: Evidence from self-paced reading". Memory & Cognition. 42 (1): 97–111. doi:10.3758/s13421-013-0346-1. ISSN 0090-502X.

[12] Strong, Michael (1988-01-29), "A bilingual approach to the education of young deaf children: ASL and English", Language Learning and Deafness, Cambridge University Press, pp. 113–130, retrieved 2022-03-05

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