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Argument Omissions by Deaf Students in Three Languages and Three Modalities

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Title: Argument Omissions by Deaf Students in Three Languages and Three Modalities
Language: English
Authors: Stamp, Rose (ORCID 0000-0002-1993-559X), Novogrodsky, Rama, Shaban-Rabah, Sabrin
Source: First Language. Oct 2021 41(5):646-670.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Deafness, Sentences, Semitic Languages, Sign Language, Oral Language, Written Language, Language Usage, Verbs, Persuasive Discourse, Multilingualism, Second Language Learning, Language Acquisition, Language Proficiency, Interference (Language)
DOI: 10.1177/01427237211016200
ISSN: 0142-7237
Abstract: While it is common for deaf children to be bilingual in a spoken and signed language, studies often attribute any delays in language acquisition to language deprivation, rather than as a result of cross-linguistic interaction. This study compares the production of simple sentences in three languages (Palestinian Arabic, Modern Standard Arabic, and Israeli Sign Language [ISL]) and three language modalities (spoken, written, and signed) by deaf and hearing students in an Arabic-speaking community. Thirty-eight school-age Palestinian Arabic-speaking students participated in a sentence elicitation task in which they retold the events portrayed in video clips. Hearing students (n = 19) produced the sentences in spoken Palestinian Arabic and in written Modern Standard Arabic. Deaf students (n = 19) produced the sentences in these two language varieties and additionally in ISL. Omissions of arguments and verbs were compared across the two groups and three languages. Results showed that deaf students omitted more arguments and verbs compared with their hearing peers who scored at close to ceiling. Deaf students produced more omissions for direct objects and more omissions in ISL. The findings can be interpreted in two possible ways: atypical effects resulting from inconsistent language input and cross-linguistic transfer known to arise in multilingual children.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1313824
Database: ERIC
FullText Text:
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  Data: Argument Omissions by Deaf Students in Three Languages and Three Modalities
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  Data: <searchLink fieldCode="AR" term="%22Stamp%2C+Rose%22">Stamp, Rose</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1993-559X">0000-0002-1993-559X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Novogrodsky%2C+Rama%22">Novogrodsky, Rama</searchLink><br /><searchLink fieldCode="AR" term="%22Shaban-Rabah%2C+Sabrin%22">Shaban-Rabah, Sabrin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22First+Language%22"><i>First Language</i></searchLink>. Oct 2021 41(5):646-670.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 25
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Sentences%22">Sentences</searchLink><br /><searchLink fieldCode="DE" term="%22Semitic+Languages%22">Semitic Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Sign+Language%22">Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Verbs%22">Verbs</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Interference+%28Language%29%22">Interference (Language)</searchLink>
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  Data: 10.1177/01427237211016200
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  Data: 0142-7237
– Name: Abstract
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  Data: While it is common for deaf children to be bilingual in a spoken and signed language, studies often attribute any delays in language acquisition to language deprivation, rather than as a result of cross-linguistic interaction. This study compares the production of simple sentences in three languages (Palestinian Arabic, Modern Standard Arabic, and Israeli Sign Language [ISL]) and three language modalities (spoken, written, and signed) by deaf and hearing students in an Arabic-speaking community. Thirty-eight school-age Palestinian Arabic-speaking students participated in a sentence elicitation task in which they retold the events portrayed in video clips. Hearing students (n = 19) produced the sentences in spoken Palestinian Arabic and in written Modern Standard Arabic. Deaf students (n = 19) produced the sentences in these two language varieties and additionally in ISL. Omissions of arguments and verbs were compared across the two groups and three languages. Results showed that deaf students omitted more arguments and verbs compared with their hearing peers who scored at close to ceiling. Deaf students produced more omissions for direct objects and more omissions in ISL. The findings can be interpreted in two possible ways: atypical effects resulting from inconsistent language input and cross-linguistic transfer known to arise in multilingual children.
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        Value: 10.1177/01427237211016200
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        PageCount: 25
        StartPage: 646
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      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Sentences
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      – SubjectFull: Semitic Languages
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      – SubjectFull: Sign Language
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      – SubjectFull: Written Language
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      – SubjectFull: Language Usage
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      – SubjectFull: Verbs
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Multilingualism
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Interference (Language)
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      – TitleFull: Argument Omissions by Deaf Students in Three Languages and Three Modalities
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            NameFull: Shaban-Rabah, Sabrin
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