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Cognitive Literary Science

Edited by Michael Burke and Emily T. Troscianko

Cognitive Literary Science "Brings together researchers in cognitive-scientific fields and with literary backgrounds for a comprehensive look at cognition and literature."


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Intonation and Prosodic Structure

By Caroline Féry

Intonation and Prosodic Structure "provides a state-of-the-art survey of intonation and prosodic structure."


Summary Details


Query:   Summary: ASL/L1, L2
Author:  Megan Elizabeth Melancon
Submitter Email:  click here to access email
Linguistic LingField(s):   Language Acquisition

Summary:   LAST WEEK I POSTED A QUERY ABOUT AMERICAN SIGN LANGUAGE AND DEAF
CHILDREN WITH PARENTS WHO SPOKE NO ENGLISH. THE ISSUE IS WHAT IS
CONSIDERED THE CHILD'S L1 IF HIS/HER PARENTS COMMUNICATE (IN WHATEVER
FASHION) IN THE 'FOREIGN' LANGUAGE. THIS IS THE LANGUAGE THE CHILD
LEARNS AT A VERY EARLY AGE. HOWEVER, WHEN THE CHILD GOES TO SCHOOL,
HE/SHE IS EXPOSED TO BOTH ASL AND SIGNED ENGLISH, ESPECIALLY IN
ENGLISH CLASSES (ASSUMING THE CHILD IS IN THE STATES, OF COURSE). I
WAS FLAMED FOR SUPPOSEDLY IMPLYYING THAT ASL IS JUST TRANSLATED
ENGLISH. OF COURSE IT IS NOT, YET THE SIGNS ARE TRANSLATED INTO
ENGLISH (AGAIN, IN THE STATES).

IN ADDITION, THERE WERE SEVERAL RESPONDENTS WHO SUGGESTED THAT THE
TERMINOLOGY OF 'MOTHER TONGUE', L1, L2, ETC. WERE NOT EFFECTIVE OR
EFFICIENT. SUGGESTED INSTEAD WERE 'PRIMARY LANGUAGE', 'FAMILY
LANGUAGE', 'FAMILY L1', 'SECONDARY LANGUAGE' AND 'LANGUAGE OF
PARENTS'.

TWO OTHER ISSUES AROSE. LLOYD ANDERSON SAID THAT (FOR DEAF CHILDREN
OF HEARING PARENTS)

LL Issue: 9.219
Date Posted: 13-Feb-1998
Original Query: Read original query