Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French
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Colette Dubuisson
Abstract
In this chapter we try to determine whether there is a relationship between the mastery of LSQ (langue des signes québéoise ‘Quebec Sign Language’) and written French, acquired respectively as L1 and L2 by Deaf children educated bilingually. More precisely, we evaluate reading comprehension in French and mastery of space in LSQ. Indeed, the use of space in that language is hypothesized to be an appropriate indicator of global competence because it is not only involved in all forms of co-indexation but also is the means by which the language establishes relations between lexical elements. Reading comprehension is evaluated through the ability to locate and infer information in a text. Statistical analysis (Spearman correlations) show that mastery of LSQ is related to reading comprehension.
Abstract
In this chapter we try to determine whether there is a relationship between the mastery of LSQ (langue des signes québéoise ‘Quebec Sign Language’) and written French, acquired respectively as L1 and L2 by Deaf children educated bilingually. More precisely, we evaluate reading comprehension in French and mastery of space in LSQ. Indeed, the use of space in that language is hypothesized to be an appropriate indicator of global competence because it is not only involved in all forms of co-indexation but also is the means by which the language establishes relations between lexical elements. Reading comprehension is evaluated through the ability to locate and infer information in a text. Statistical analysis (Spearman correlations) show that mastery of LSQ is related to reading comprehension.
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Foreword xi
- Acknowledgements xv
- Code-mixing in signs and words in input to and output from children 1
- Does the knowledge of a natural sign language facilitate Deaf children's learning to read and write? Insights from French Sign Language and written French data 29
- Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French 51
- Why variation matters: On language contact in the development of L2 written German 73
- Deaf and hearing children: Reading together in preschool 137
- Can signed language be planned? Implications for interpretation in Spain 165
- Language use and awareness of deaf and hearing children in a bilingual setting 195
- Sign bilingualism in Spanish deaf education 223
- Ideologic signs in Deaf education discourse 277
- Sign language and oral/written language in Deaf education in China 297
- Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations 333
- Index 381
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Foreword xi
- Acknowledgements xv
- Code-mixing in signs and words in input to and output from children 1
- Does the knowledge of a natural sign language facilitate Deaf children's learning to read and write? Insights from French Sign Language and written French data 29
- Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French 51
- Why variation matters: On language contact in the development of L2 written German 73
- Deaf and hearing children: Reading together in preschool 137
- Can signed language be planned? Implications for interpretation in Spain 165
- Language use and awareness of deaf and hearing children in a bilingual setting 195
- Sign bilingualism in Spanish deaf education 223
- Ideologic signs in Deaf education discourse 277
- Sign language and oral/written language in Deaf education in China 297
- Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations 333
- Index 381
