LEADER 06611nam 2200697Ia 450 001 9910959801003321 005 20200520144314.0 010 $a9786613469434 010 $a9781283469432 010 $a128346943X 010 $a9789027289599 010 $a902728959X 024 7 $a10.1075/bct.14 035 $a(CKB)1000000000579151 035 $a(SSID)ssj0000245800 035 $a(PQKBManifestationID)11221294 035 $a(PQKBTitleCode)TC0000245800 035 $a(PQKBWorkID)10176348 035 $a(PQKB)11568938 035 $a(MiAaPQ)EBC623103 035 $a(Au-PeEL)EBL623103 035 $a(CaPaEBR)ebr10269367 035 $a(CaONFJC)MIL346943 035 $a(OCoLC)705533364 035 $a(DE-B1597)721302 035 $a(DE-B1597)9789027289599 035 $a(EXLCZ)991000000000579151 100 $a20080814d2008 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSign language acquisition /$fedited by Anne Baker, Bencie Woll 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub.$dc2008 215 $axi, 167 p. $cill 225 1 $aBenjamins current topics,$x1874-0081 ;$vv. 14 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9789027222442 311 08$a9027222444 320 $aIncludes bibliographical references and index. 327 $aSign Language Acquisition -- Editorial page -- Title page -- LCC data -- Table of contents -- Editors' Preface -- The ESF project Intersign -- Papers in this volume -- Future developments -- References -- Methods and procedures in sign language acquisition studies -- 1. Introduction -- 2. Design and subjects -- 2.1 Design -- 2.2 Selection of subjects -- 2.3 Data collection -- 3. Transcription -- 3.1 Choice of data to transcribe -- 3.2 Units of analysis -- 3.3 Transcription method -- 3.4 Documentation -- 3.5 Illustrations -- 3.6 Using a database -- 4. Time course of sign language development and assessment -- 4.1 Pre-linguistic communication -- 4.2 First words and signs -- 4.3 Acquisition of grammar -- 4.4 Chronology of sign language development -- 4.5 Assessment -- References -- Review of sign language assessment instruments -- 1. Introduction -- 1.1 Purposes of assessment instruments -- 1.2 Screening or deeper investigation -- 1.3 Target groups -- 1.4 Content of the instruments -- 1.5 Background of the instruments -- 1.6 Test development and standardization -- 1.7 Usability of the tests -- 1.8 Availability of the instruments -- 1.9 Strengths and weaknesses of the instruments -- 2. Discussion of individual assessment instruments -- 2.1 Instruments for sign language acquisition, diagnosis, and intervention -- 2.2 Assessment instruments for educational purposes -- 2.3 Tests for linguistic research -- 3. Evaluation of the tests -- 3.1 General evaluation of instruments available -- 3.2 Screening tools or tools for in-depth investigation -- 3.3 Evaluation of age group targets -- 3.4 Evaluation of the content of the tests -- 3.5 Evaluation of the background of the assessment instrument -- 3.6 Evaluation of assessment instrument development -- 3.7 Evaluation of the usability of the assessment instruments. 327 $a3.8 Evaluation of the availability of the instruments -- 3.9 Conclusion -- References -- Appendix A -- Some observations on the use of HamNoSys (Hamburg Notation System for Sign Languages) in the context of the phonetic transcription of children's signing -- 1. Introduction -- 2. The basic idea of HamNoSys -- 3. Transcription of child sign phonology in previous research -- 4. The study of phonological acquisition in Finnish Sign Language -- 4.1 Methodology -- 4.2 Results -- 5. Critical evaluation of HamNoSys in the notation of handshapes -- 5.1 Status of the thumb -- 5.2 Finger selection -- 5.3 Finger extension -- 5.4 Orientation -- 5.5 Movement -- 6. Conclusion and Discussion -- References -- Transcription of child sign language -- 1. Introduction -- 2. The challenge of transcribing children's signing -- 3. Transcribing BSL narrative devices -- 4. Limitations of the transcription system and future directions -- References -- Appendix. Notation devices used -- Adult-child interaction in a BSL nursery - getting their attention! -- 1. Introduction -- 2. Aims of the research -- 3. Attention-getting strategies -- 3.1 Attention-getting strategies used among Deaf adults -- 3.2 Attention strategies used with young children -- 4. Methodology -- 4.1 Subjects and setting -- 4.2 Data collection -- 4.3 Interaction Styles in the Different Nursery Areas -- 4.4 Analysis -- 5. Results -- 5.1 Waving strategies -- 5.2 Tapping and other tactile strategies -- 5.3 Strategies involving use of the visual field -- 5.4 Strategies to gain the attention of more than one person -- 5.6 Strategies used by adults for behavioral outcome -- 5.7 Strategies used by adults to teach children about turn-taking -- 6. Concluding remarks -- References -- Code mixing in mother-child interaction in deaf families -- 1. Introduction -- 2. Bilingual input in deaf families -- 3. Method. 327 $a3.1 Subjects -- 3.2 Data collection -- 4. Analysis -- 5. Results and discussion -- 6. Conclusion -- References -- Index -- The series Benjamins Current Topics. 330 $aIn this paper we discuss the mixed language input of four deaf mothers and the mixed output of their three deaf and three hearing children. Taking a strict definition of code-mixing (as defined by Muysken 2000) we find that the deaf mothers mainly use a form of code-mixing, or mixed code-blending, called congruent lexicalization, which results in a mixed form between NGT (Sign Language of the Netherlands) and Dutch in a structure which is compatible with both NGT and Dutch. The deaf children (up to 3 years), who are only just beginning to become bilingual, hardly produce any code-mixed utterances. The hearing children, however, are clearly bilingual in NGT and Dutch, and use code-blending of the mixed type in more or less the same form as their mothers do. 410 0$aBenjamins current topics ;$vv. 14. 606 $aSign language acquisition 606 $aLanguage acquisition 615 0$aSign language acquisition. 615 0$aLanguage acquisition. 676 $a419.01/9 701 $aBaker$b Anne$f1948 July 8-$01801302 701 $aWoll$b B$g(Bencie)$0682979 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910959801003321 996 $aSign language acquisition$94346449 997 $aUNINA