User:Plloren/Bimodal bilingualism

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- We have identified a wrong link to specific words within the text. The hyperlink from the words "hearing people" is linked to a new page the explains what Deaf culture is, so we are planning on changing that in order for people to have access to correct information.

- We will add that there are hundreds of sign languages in the world, so people know that when referring to sign language we aren't referring to one specific one unless specified.

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Moreover, it has been proven that there is a parallel or simultaneous language activation during language use. This activation occurs when the bilingual uses language, regardless of the L1 or L2, being used. The dominance or lack of dominance of a language does not impact the stimulation of the brain when a language is being used. This same activation happens with any language modality, meaning the brain is activated whether the language is written, signed, or spoken (Kroll et al., 2015). *This was added to the article from one of our research sources. In addition, this was added at the end of the Neurological implications and effects of bimodal bilingualism section.*

- We determined that many aspects of the article need adjusting. The article has a certain tone that implies some type of negativity toward deaf individuals. Terms such as "non-hearing impaired" rather than using a term "hearing people" like at the beginning of the article. Another example is a quote "no Deaf individual is likely to comprehend English in the same way as a hearing person when other are speaking it because only a small percentage of English phonemes are clearly visible through lip reading." That quote seems to me as an opinion. Also, Deafness, is and can be a wide spectrum, thus that comment shouldn't be included in the article. The quote also suggests that lip reading is something all deaf people do.

- The article touches upon social acceptability regarding deaf people using their voice. I think that such topic is better to approach it with its proper research or at least making sure it includes more information rather than just reasons why "deaf bilinguals who have fluency in written English choose not to speak."

-"The Bilingual and Bicultural Person in the Hearing and Deaf World" (Grosjean, 1992) is the primary source used to support the author's reasoning behind differences and similarities of spoken language bilingualism vs bimodal bilingualism. For example, the author quotes the source with the statement "Deaf bimodal bilinguals generally 'do not judge themselves to be bilingual,'" then suggesting that they "don't believe sign language to be a legitimate and separate language from the majority oral language." This is not accurate with the Deaf community, as Deaf community members do consider sign language as a language. Furthermore, ASL was recognized as an official language in 2003, and this research is by a hearing linguist in 1992. I'd like to add these disclaimers/clarifications to these sections (the difference and similarities sections are very much segmented based on this particular Grosjean source).

-The "Everyday shifts along the language mode continuum" section is missing technical terms like language choice, activation, inhibition, etc. (Happy to add it) Additionally, in this section and in the previous, statements like "all bilinguals," shift to a particular mode in particular situations, and "almost all members of the American Deaf community, [are to some extent, bilingual]," is not representative/accurate. The phrasing of this section is not clear about the distinction that ASL and English are two separate languages, and suggesting that monolingual ASL users are "rare." SimCom, or simultaneous communication, is the official term of when someone uses a signed language and spoken language simultaneously; this is often practiced by ASL users in spaces or situations where hearing monolingual English speakers are the receiver. Will include links and a sentence or two on on SimCom and Total Communication.

The language process of bimodal bilinguals was the topic of the ERP study on bimodal language. ERP is an abbreviation for event-related potential. The study was conducted on October 15, 2021. The ERP is being used by the researchers to investigate the language controls in bimodal bilinguals. In their study, they used the ERP to track the language switch. During the study's production, the pattern was not apparent. The section should be moved under the Neurological implications and effects of bimodal bilingualism.

Deaf children and their parents communicated using several modalities, such as oral-aural and visual-gestural. The mixed use of ASL and spoken English in bilinguals is discussed in this article. It led to the contact signing. The author of the paper covered many contact sign approaches in complex layers of ASL and spoken English expressions. In the deaf community, contact signing is a common occurrence. The section should be moved under Bilingual language mode: Contact signing.

The study examined deaf and hearing readers' reading processes. The study examined deaf readers' responses to syntactic manipulations with using self-pacing methods. The experimental included of animate and inanimate subjects, actives and passives, as well as subject and object relatives. Hearing readers had higher comprehension accuracy than deaf readers, according to the findings of the study. Deaf readers, on the other hand, can read and grasp sentences faster than hearing readers, according to the study. Self-pacing is a better method for deaf readers, according to the study. The section should be moved under Sign-Print Bilingualism and How Deaf Children Learn to Read.

The simultaneous production of speech and sign is referred to as code-switching. Using the fundamental concepts of Minimalism and Distributed Morphology, the research examined the phenomenon of code-switching and captured the true understanding and meaning of code-switching. The Synthesis model and WH-question were used in the study. The second modality, sign language, is recognized by the model. With any two language pairs, this method is intended to capture a variety of data. Their goal is to propose bilingual effects for any two language pairs. The section should be under Similarities to oral-language bilingualism and Diverse range of language competency.

Additional added sections:

Adding to differences

Lack of societal acknowledgment

While early aged bimodal bilinguals have more than one mode to communicate a language, they are just as susceptible as unimodal bilinguals to confusing domains and using the “wrong” language in a given situation.

Code-switching is a common phenomenon found among bilinguals; for bimodal bilinguals, this phenomenon equivalent is considered code-blending, which “involves simultaneous production of parts of an utterance in speech and sign.” Examples of code-blending would be using ASL word order in a spoken English utterance, or conversing by showing an ASL classifier and speaking the English equivalent phrase simultaneously.

Bilingual similarities

Historically, assessment of bilingual children would only measure proficiency in one of their languages. In more recent research, linguists and educators have identified this design flaw. It can be concluded that most bilingual children achieve phonological, lexical, and grammatical milestones at the same rate as monolingual children. This same phenomenon has been found in comparing unimodal bilinguals and bimodal bilinguals. In a study by Fish & Morford (2012), bimodal bilingual CODAs have demonstrated the same rate of success in these areas as their unimodal bilingual peers.

Like unimodal bilinguals, bimodal bilinguals will activate, deactivate or adjust their use of each language according to their domain. For ASL-English bilingualism, "deaf students’ vocabulary knowledge in each language will be related to the contexts where the two languages are used.” That is, vocabulary and topics learned and discussed in ASL will be recognized and recalled in ASL, and “English vocabulary will reflect the contexts where English is accessible to deaf students.”

Bimodal bilingual education:

In more recent research related to bilingualism and ASL, early exposure and adequate access to a first language has been imperative to children's development of language, academic and social opportunities, and critical thinking and reasoning skills - all of which can be "applied to literacy development in a spoken language (such as English)." This conclusive research emphasizes the need for more additive models of bilingual education, as opposed to subtractive or transitional models of education, which are designed to shift the learner away from the native language for the goal of complete use and reliance of the majority language. For deaf children, subtractive models of bilingual education, combined with the lack of foundation of a native language, typically result in language deprivation and delay in cognitive development. In comparison, the aim the maintenance model, an additive model is "to support the development of the native language while also fostering acquisition and use of the majority language." This model is embedded in a bimodal, bilingual education and may include "comparative and integrative pedagogic strategies such as translation, fingerspelling, and chaining/sandwiching strategies."

Simultaneous communication, or SimCom, which is a method of signing that represents English in its structure and elements, typically following English word order but still using one sign per word. However, research has shown this method of communication is not ideal for bilingual language learning. In a study about bimodal bilingual teachers and students' vocabulary levels, the results revealed a "slower speech rate, lower lexical richness, and lower syntactic complexity in the SimCom [teaching] condition compared with the speech-only condition." These findings suggest that "the [teachers'] production of the less dominant language (ASL) during SimCom entails inhibition of the dominant [spoken English] language relative to the speech-only condition." This study also acknowledges that SimCom is a "complex communication unit that cannot be reduced to the combination of two languages."

Methodologies, strategies and support in bimodal bilingual education, as well as the language background and linguistic capital of bimodal bilingual educators are key aspects to the achievements of language competence of bimodal bilingual learners.