The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind ToM tasks. Three groups of Italian participants age range: years participated in the study: Two groups of deaf signing children and one group of hearing-speaking children. The two groups of deaf children differed only in their school environment: One group attended a school with a teaching assistant TA; Sign Language is offered only by the TA to a single deaf childand the other group attended a bilingual program Italian Sign Language and Italian.
Linguistic abilities and understanding of false belief were assessed using similar materials and procedures in spoken Italian with hearing children and in Italian Sign Language with deaf children. Deaf children attending the bilingual school performed significantly better than deaf children attending school with the TA in tasks assessing lexical comprehension and ToM, whereas the performance of hearing children was in between that of the two deaf groups.
As for lexical production, deaf children attending the bilingual school performed significantly better than the two other groups. No significant differences were found between early and late signers or between children with deaf and hearing parents.
Abstract The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind ToM tasks.
Publication types Research Support, Non-U.Don't have an account? Suggestions for Teaching through E-learning Visual Environments. Various studies have highlighted that severe to profound deafness in children affects the acquisition and mastering of spoken language.
Data collected on children with cochlear implants have shown contrasting results and large individual variability in linguistic proficiency and in literacy.
Particular weakness has been demonstrated in mastering morphosyntactic aspects as well as in reading and writing. The chapter offers an overview of recent studies that analyzed the role of specific parameters i.
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Powered by: Safari Books Online.Is that the same in Sign Languages SL? Studying action verbs in Sign Languages is very interesting because 1 SL makes embodiment visible; 2 SL can be considered a special window to explore the route from action perception, to concept construction, to expression of actions; 3 it is possible to verify similarities and differences between semantic classifications created through spoken languages and those created through SL.
This linguistic infrastructure have been used to investigate action verbs in spoken languages as well as in Italian Sign Language LIS. For each of these verbs 9 different videos extracted from the IMAGACT Database referring to specific action types have been shown to deaf signing children.
Participants were 24 deaf signing children years : 13 exposed early to LIS first year of age and 11 exposed later after 36 months of age. Children were asked to describe the action performed. All LIS productions have been video recorded total Children produced a specific verb in most cases - Moreover, 6. There is a clear effect of age of LIS exposure: children exposed early produce more specific verbs with respect to children exposed later: References Moneglia M.
The variation of action verbs in multilingual spontaneous speech corpora: Semantic typology and corpus design. Raso, H. Mello eds. Rinaldi P. Sign vocabulary in deaf toddlers exposed to Sign Language since birth. In Journal of deaf studies and deaf education, 19, Location of Repository. OAI identifier: oai:iris. Suggested articles.The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind ToM tasks.
Three groups of Italian participants age range: 6—14 years participated in the study: Two groups of deaf signing children and one group of hearing—speaking children. The two groups of deaf children differed only in their school environment: One group attended a school with a teaching assistant TA; Sign Language is offered only by the TA to a single deaf childand the other group attended a bilingual program Italian Sign Language and Italian.Non c'è peggior sordo di chi ci sente benissimo
Linguistic abilities and understanding of false belief were assessed using similar materials and procedures in spoken Italian with hearing children and in Italian Sign Language with deaf children.
Deaf children attending the bilingual school performed significantly better than deaf children attending school with the TA in tasks assessing lexical comprehension and ToM, whereas the performance of hearing children was in between that of the two deaf groups. As for lexical production, deaf children attending the bilingual school performed significantly better than the two other groups. No significant differences were found between early and late signers or between children with deaf and hearing parents.
The primary goal of the study reported here was to assess the linguistic abilities and mentalizing skills of signing deaf children as compared with nonsigning hearing peers. Assessment was done with comparable tasks in sign language for the deaf children and spoken language tasks for the hearing children.
Important for the design of this study was the inclusion of two different groups of signing deaf children from different school environments: Bilingual schools using Italian and Italian Sign Language LIS versus monolingual Italian schools with LIS-signing teaching assistants TAs in the classroom. Sign language is not used and not even mentioned inside the school. There are no interpreters, the support teacher of the classroom does not use sign language and teachers and students in the classroom communicate in spoken Italian.
Families of deaf children exposed to sign language have two possibilities: To request the presence in the classroom of a TA competent in LIS or to find a school with a bilingual curriculum: LIS and Italian for deaf and hearing children. In these situations, there is only one deaf child in a class of hearing schoolmates. A very few public schools offer a bilingual curriculum that implies the use of Italian and LIS always within the classroom.
Usually two or more deaf children are in the classroom and hearing children are also enrolled in the SL courses. Conversations between deaf children and teachers in the schools are based on LIS, SI, or a combination of the two, and conversations among the deaf children are in LIS.
In these bilingual schools, not only is there a greater possibility to receive school instruction in SL, but there is also increased opportunity for interactions in LIS or SI between deaf and hearing schoolmates as well as among hearing and deaf instructors, both within and outside of the classroom for a description of a bilingual school, see Teruggi, Given these important differences between the two types of school environments, which provide access to sign language, we wanted to determine in the present study the possible effects of different school programs on linguistic abilities and mentalizing skills of the deaf pupils.
For this reason, in the sample selection we started considering the age of all children attending a bilingual curriculum and we chose deaf signing children, matched for age, who attended schools with a TA.
Over the last three decades, relevant research in the area of developmental psychology has been conducted with regard to Theory of Mind ToM mentalizing skills. Studies on ToM conducted with deaf children were particularly interesting and significantly contributed to raising relevant issues in this area. Research on mentalizing skills of deaf children coming from different backgrounds and having different linguistic experiences became crucial to understanding the role of language and its specific components in the development of ToM de Villiers, Language appears critical for the development of ToM in many ways: It provides a means for representing false belief in contrast to the evidence given in reality, and it provides the means by which children become aware of beliefs, both in terms of content and attitude.
In particular, Schick et al. But other evidence suggests that a link between understanding of sentence complements and mentalizing skills reasoning has not been completely established Harris et al. Deaf children show comparable levels of performance on verbal standardized tests of false belief e. Their delayed performance on standarized tests of false belief, therefore, does not result from the language demands of the tasks themselves e.
Some studies had suggested that the ToM delays observed in deaf children are specific to false belief understanding. The delay in the understanding of beliefs does not seem to be related to other mental states or abilities related to social cognition. In sharp contrast to autistic children, reasoning about desires and intentions is less delayed or not delayed at all in both signing and oral deaf children Marschark et al. The specific delay in the understanding of beliefs, and not that of other mental states or of other abilities related to social cognition, indicates a potentially different effect of some specific linguistic components.
Assessment of linguistic development should ideally be based on available knowledge about natural acquisition of the particular language assessed.
But in Italy, as well as in other countries, research on the acquisition of sign language has not been conducted on large samples of children. Some test developers have used existing tests of other sign languages as templates to measure the sign language used by deaf people in their country. However, as pointed out by Haug and Mannthese attempts have often resulted in complications due to differences in linguistic structures and cultural influences.
In other cases, researchers have attempted to translate and adapt tests already developed and widely used for spoken language assessment.On the occasion of the 40th anniversary of the journal, we have put together an extensive reading list of the latest articles in language teaching and learning published in Applied Linguistics since to showcase new research in this core area. Can't access the papers? The Douglas Fir Group argued that applied linguistics needed new interdisciplinary perspectives, and I suggest here that the concepts provided by new materialism might aid in gaining such perspectives.
The debate on the concept of the native speaker and its use has been raging for decades and shows no sign of abating. Conversation-for-learning is a pedagogical arrangement set up with a view to maximizing the potential benefit of interaction for language learning.
As participants for conversation-for-learning are recruited for their relative expertise in the target languages, the talk is often characterized by asymmetries in knowledge and language expertise. This study investigates the differential effects of two learning contexts, formal instruction FI and content and language integrated learning CLILon the written production skills of intermediate-level Catalan Spanish adolescent learners of English as a foreign language.
This manuscript reports on a corpus-based comparison of native and nonnative graduate students' language production in an asynchronous learning environment. Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The aim of this study was to investigate, using an eye-tracking tool, the processes behind the exploration of written texts performed by deaf people with different language skills and different educational backgrounds.
This article engages with Bourdieu's notion of field as a 'space of play' to explore what happens to the educational field and the linguistic regimes operating within it in a site in which new discourses and practices of identity, language, 'race', and ethnicity become entangled with local economies of meaning.
This study investigates if participation in mother tongue instruction henceforth MTI impacts the biliteracy proficiency of young bilinguals, drawing on examples from Somali-Swedish bilinguals and Somali MTI in a Swedish school context. In order to investigate the development of CAF, this study analyzed the linguistic performance from individual learners during multiple topic-based speeches, which were given over time in an intensive English program IEP.
A study was conducted of the effects of progressive increases in the complexity operationalized as number of elements of three versions of each of three tasks on the syntactic complexity and lexical diversity of the speech of 42 English native speakers. An unaddressed aspect of foreign language learning remains the 'reverse' experience of individuals from these regions learning languages of other regions.
The aim is to provide an account of such experiences, based on language memoirs by North American women writing of their foreign language learning experiences in South Asia. The article proposes a framework for integrating English as a lingua franca ELF research in English language teaching ELTpredominantly pedagogy, but also teacher education, materials development and evaluation, policy design and planning, assessment and testing. The current study investigated linguistic influences on comprehensibility ease of understanding and accentedness linguistic nativelikeness in second language L2 learners' extemporaneous speech.
The cross-sectional study revealed that learners identified as more lexically proficient by human raters produced words that were recognized more slowly and named more slowly and less accurately in L1 experimental settings. Our new multidimensional MD analysis of the British Academic Written English BAWE corpus identifies clusters of linguistic features along four dimensions, onto which academic disciplines, disciplinary groups, levels of study, and genre families are mapped.
This study develops and tests indices of lexical frequency and contextual diversity based on L2 output. This article reports on the findings of a large-scale cross-sectional survey of the motivational disposition of English language learners in secondary schools and universities in China.
This article explores the way native language teachers translate their linguistic and cultural experience in order to make it understandable to their students in the classroom. Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide. Sign In or Create an Account. Sign In. Advanced Search. Search Menu. Conceptual Debate. Carol Griffiths.
When it was suggested that the concept of self-regulation should replace the language learning strategy concept early in the new millennium, there were fears that strategy research had come to an end. Nevertheless, research, debate, and publication on the subject have continued. This commentary discusses some theoretical and methodological issues related to research on the spacing effect in second language acquisition research SLA.
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