title: Documenting English syntactic development in face-to-face signed communication.
abstract: The authors explored the face-to-face English competence of five students who were participating in a larger study of teachers' use of English-based signing. Using case studies, the authors report on the students' development of English-based signing at the beginning and end of their involvement in this 4-year study. Grammatical forms similar in English and American Sign Language (ASL) were initially more readily produced when tested for in English, and showed consistently higher attainment levels across all the students, than grammatical forms that are different in English and ASL. The authors found emerging English forms that could be documented (a) between prompted and imitated utterances and (b) within blocks of test items examining the same grammatical constructions. The authors conclude that teachers' concerted efforts to use English-based signing as a language of instruction enhance deaf students' English acquisition. Such signing helps build a bridge between native sign language and the development of English skills necessary for literacy.
authors.affiliation: Toronto District School Board, Toronto, Canada.
authors.forename: C T
authors.initials: CT
authors.lastname: Akamatsu
authors.forename: D A
authors.initials: DA
authors.lastname: Stewart
authors.forename: B J
authors.initials: BJ
authors.lastname: Becker
mesh_terms: D002648:Child; D003071:Cognition; D003142:Communication; D003638:Deafness; D004519:Education, Special; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D012813:Sign Language