Specifičnosti bimodalno bilingvalne komunikacije
Keywords:
bimodal bilingualism, deaf, cochlear implant, communication, children
Abstract
Introduction. Bimodal bilingualism is a special linguistic phenomenon that refers to the mastery of both signed and spoken language. In contrast to unimodal bilingualism, bimodal bilinguals have the ability to use two languages simultaneously. In addition to deaf people, bimodal bilinguals primarily include hearing children of deaf parents and people with cochlear implants. Aim. The aim of this paper is to provide an overview of the characteristics of bimodal bilingualism based on an analysis of contemporary literature, as well as to provide an insight into the linguistic development of bimodal bilinguals and the advantages of this form of communication. Methods. Relevant electronic databases on the Internet were used for the literature research. Results. Bimodal bilingualism is one of the key aspects of a person’s identity. The simultaneous, early acquisition of two languages belonging to different modalities has a positive effect on each of the individual languages. The practical importance of bimodal bilingualism is great for both deaf and hearing people, as it provides them with a common language code and the efficiency of two-way communication. Conclusion. The study of bimodal bilingualism contributes to the affirmation and understanding of deaf and hearing people from deaf families. The positive effects of bimodality on the language development of deaf people show that research in this area needs to be encouraged.
References
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29. Rinaldi, P., & Caselli, M. C. (2014). Language development in a bimodal bilingual child with cochlear implant: A longitudinal study. Bilingualism: Language and Cognition, 14(4), 798–809. https://doi:10.1017/S1366728913000849
30. Scott, J.A., & Dostal, H.M. (2019). Language development and deaf/hard of hearing children. Education Sciences, 9(2), 135-148. https://doi:https://doi.org/10.3390/educsci9020135
31. Swanwick, R. (2016). Deaf children’s bimodal bilingualism and education. Language Teaching, 49(1), 1-34. https://doi.org/10.1017/S0261444815000348
32. Todd, P.H. (1971). A case of structural interference across sensory modalities in second-language learning. Word, 27,102–118.
33. van den Bogaerde, B., & Baker, A. E. (2008). Bimodal language acquisition in kodas. In M, Bishop, S.L, Hicks, (Ed). Hearing, mother father deaf: Hearing people in Deaf families, (99-131). Gallaudet University Press.
2. Bishop, M., & Hicks, S. (2005). Orange Eyes: Bimodal Bilingualism in Hearing Adults from Deaf Families. Sign Language Studies, 5(2), 188–230. https://doi.org/10.1353/sls.2005.0001
3. Blamey, P. J. (2003). Development of spoken language by deaf children. In M. Marschark & P. Spencer (Eds)., Oxford handbook of deaf studies, language, and education, (pp. 232–246). Oxford University Press.
4. Bumpass, C. (2021). Bimodal and Bilingual: Language Characteristics of ASL and English Users. [Honors Theses, University of Arkansas]. ScholarWorks@UARK. Retrieved from https://scholarworks.uark.edu/rhrcuht/70
5. Clark, M. D., Cue, K. R., Delgado, N. J., Greene-Woods, A. N., & Wolsey, J. A. (2020). Early Intervention Protocols: Proposing a Default Bimodal Bilingual Approach for Deaf Children. Maternal and child health journal, 24(11), 1339–1344. https://doi.org/10.1007/s10995-020-03005-2
6. Davidson, K., Lillo-Martin, D., & Chen Pichler, D. (2014). Spoken english language development among native signing children with cochlear implants. Journal of deaf studies and deaf education, 19(2), 238–250. https://doi.org/10.1093/deafed/ent045
7. Declerck, M., Meade, G., Midgley, K. J., Holcomb, P. J., Roelofs, A., & Emmorey, K. (2021). Language control in bimodal bilinguals: Evidence from ERPs. Neuropsychologia, 161,108019. https://doi.org/10.1016/j.neuropsychologia.2021.108019
8. Dimić, N., Isaković, Lj. (2018). O znakovnom jeziku. Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF).
9. Emmorey, K. (2002). Language, cognition, and the brain: Insights from sign language research. Lawrence Erlbaum Associates Publishers.
10. Emmorey, K., & McCullough, S. (2009). The bimodal bilingual brain: Effects of sign language experience. Brian & Language, 109(2-3), 124–132. https://doi:10.1016/jbandl.2008.03.005
11. Emmorey, K., & McCullough, S. (2009). The bimodal bilingual brain: effects of sign language experience. Brain and language, 109(2-3), 124–132. https://doi.org/10.1016/j.bandl.2008.03.005
12. Emmorey, K., Borinstein, H. B., Thompson, B, & Gollan, T. (2008). Bimodal Bilingualism. Language and Cognition, 11(1), 43-61. https://doi:10.1017/S1366728907003203.
13. Emmorey, K., Borinstein, H., & Thompson, R. (2005). Bimodal bilingualism: code-blending between spoken English and American Sign Language. Proceedings of the 4th International Symposium on Bilingualism, (Eds). J. Cohen, K. T. McAlister, K. Rolstad, and J. MacSwan, Somerville, MA: Casadilla Press),(pp.663–673).
14. Frederiksen, A. T. & Judith F. K. (2022). Regulation and Control: What Bimodal Bilingualism Reveals about Learning and Juggling Two Languages. Languages, 7(3), 214–223. https://doi.org/10.3390/languages7030214
15. Gärdenfors, M. (2021). The Writing Process and the Written Product in Bimodal Bilingual Deaf and Hard of Hearing Children. Languages 6(2), 85–103. https://doi.org/10.3390/languages6020085
16. Goodwin, C., & Lillo-Martin, D. (2019). Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs. Journal of deaf studies and deaf education. 24(4), 435–447. https://doi.org/10.1093/deafed/enz019.
17. Kozak, L., Cruz, C., Lemos, A., Quadros, R., Chen Pichler, D., & Lillo-Martin, D. (2015, march). Phoneme discrimination in libras/Portuguese and ASL/English by bimodal bilingual children and deaf child users of cochlear implants. The Third ANPOLL International Psycholinguistics Congress: Domain Specificity in Language Acquisition and Processing Rio de Janeiro, Brazil.
18. Lammert, J. M., Levine, A. T., Koshkebaghi, D., & Butler, B. E. (2023). Sign language experience has little effect on face and biomotion perception in bimodal bilinguals. Scientific reports, 13(1), 1–13. https://doi.org/10.1038/s41598-023-41636-x
19. Lillo-Martin, D., de Quadros, R. M., & Pichler, D. C. (2016). The Development of Bimodal Bilingualism: Implications for Linguistic Theory. Linguistic approaches to bilingualism, 6(6), 719–755. https://doi.org/10.1075/lab.6.6.01lil
20. Lillo-Martin, D., de Quadros, R. M., Pichler, D. C, & Fieldsteel, Z. (2014). Language choice in bimodal bilingual development. Frontiers in psychology, 5, 1–15. https://doi.org/10.3389/fpsyg.2014.01163
21. Lillo-Martin, D., Gagne, D., & Pichler, D. C. (2022). Lessons to be Learned from Bimodal Bilingualism. Hrvatska revija za rehabilitacijska istrazivanja, 58(Spec Issue), 83–97. https://doi.org/10.31299/hrri.58.si.4
22. Manhardt, F., Brouwer, S., & Özyürek, A. (2021). A Tale of Two Modalities: Sign and Speech Influence Each Other in Bimodal Bilinguals. Psychological Science, 32(3), 424–436. https://doi.org/10.1177/0956797620968789
23. Mitchell, R. E., & Karchmer, M. A. (2004). Chasing the Mythical Ten Percent: Parental Hearing Status of Deaf and Hard of Hearing Students in the United States. Sign Language Studies, 4(2), 138-168. https://doi.org/10.1353/sls.2004.0005
24. Mitchiner, J. (2015). Deaf Parents of Cochlear-Implanted Children: Beliefs on Bimodal Bilingualism. Deaf Studies and Deaf Education, 20(1), 51–66. https://doi:10.1093/deafed/enu028
25. Napier, J., Oram, R., Young, A., & Skinner, R. (2019). ”When I speak people look at me”. British deaf signers’ use of bimodal translanguaging strategies and the representation of identities. Translation and Translanguaging in Multilingual Contexts, 5(2), 95–120. https://doi.org/10.1075/ttmc.00027.nap
26. Neves, B., & Quadros, R. (2015, march). Bimodal Bilingualism: Analysis of the narratives of children of deaf parents. The Third ANPOLL International Psycholinguistics Congress: Domain Specificity in Language Acquisition and Processing Rio de Janeiro, Brazil.
27. Quadros, R. (2015, march). Bimodal Bilingual Development: Focusing in Code Blending Production. The Third ANPOLL International Psycholinguistics Congress: Domain Specificity in Language Acquisition and Processing Rio de Janeiro, Brazil.
28. Autori (2021)
29. Rinaldi, P., & Caselli, M. C. (2014). Language development in a bimodal bilingual child with cochlear implant: A longitudinal study. Bilingualism: Language and Cognition, 14(4), 798–809. https://doi:10.1017/S1366728913000849
30. Scott, J.A., & Dostal, H.M. (2019). Language development and deaf/hard of hearing children. Education Sciences, 9(2), 135-148. https://doi:https://doi.org/10.3390/educsci9020135
31. Swanwick, R. (2016). Deaf children’s bimodal bilingualism and education. Language Teaching, 49(1), 1-34. https://doi.org/10.1017/S0261444815000348
32. Todd, P.H. (1971). A case of structural interference across sensory modalities in second-language learning. Word, 27,102–118.
33. van den Bogaerde, B., & Baker, A. E. (2008). Bimodal language acquisition in kodas. In M, Bishop, S.L, Hicks, (Ed). Hearing, mother father deaf: Hearing people in Deaf families, (99-131). Gallaudet University Press.
Published
2025/03/12
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Review Paper
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