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Language codes and sense-making among deaf schoolchildren.

M Maxwell1, J Doyle

  • 1Department of Speech Communication, University of Texas, Austin, TX 7812, USA.

Journal of Deaf Studies and Deaf Education
|April 1, 1996
PubMed
Summary
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Deaf children creatively mix languages like American Sign Language (ASL) and English to meet communication needs. This linguistic strategy, rather than a deficit, showcases their adaptability in diverse communication environments.

Area of Science:

  • Linguistics
  • Deaf Studies
  • Child Language Acquisition

Background:

  • Deaf individuals often navigate multiple languages (e.g., American Sign Language, English) and modalities (sign, speech, print).
  • Children's language mixing is frequently viewed as a deficiency, overlooking its potential communicative functions.

Purpose of the Study:

  • To explore how deaf children utilize language mixing to achieve their communication goals.
  • To describe the code variations and situational adaptations in deaf children's language use.

Main Methods:

  • Observational study of deaf children's communication.
  • Analysis of linguistic structures, including mixing of American Sign Language, English, Spanish, signing, and speaking.
  • Documentation of language use in formal lessons and natural interactions.

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Main Results:

  • Deaf children demonstrated a wide range of linguistic structures, mixing various languages and modalities.
  • Children who could hear speech produced English speech; those with deaf or ASL-using houseparents produced ASL.
  • Most language interactions between the teacher and children involved code and mode mixing.

Conclusions:

  • Language mixing by deaf children is a strategic adaptation to communication needs, not solely a result of acquisition issues.
  • Viewing deaf children's language solely against standard English or ASL norms overlooks their sophisticated mixing strategies.
  • Understanding language mixing is crucial for appreciating the full communication experience of deaf individuals.