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Deaf Like Me is a biographical book about a family who discovers their daughter, Lynn, is deaf, and deals with a language barrier. It was written by Thomas and James Spradley, Lynn's father and uncle, and originally published in 1979. It begins in November 1964, before Lynn was born, and ends in August 1975, when she was ten.
James P. Spradley (1933–1982) was a social scientist and a professor of anthropology at Macalester College. [1] Spradley wrote or edited 20 books on ethnography and qualitative research including The Cultural Experience: Ethnography in Complex Society (1972), Deaf Like Me (1979), The Ethnographic Interview (1979), and Participant Observation (1980).
Language exposure for children is the act of making language readily available and accessible during the critical period for language acquisition.Deaf and hard of hearing children, when compared to their hearing peers, tend to face barriers to accessing language when it comes to ensuring that they will receive accessible language during their formative years. [1]
Statistical learning theory suggests that, when learning language, a learner would use the natural statistical properties of language to deduce its structure, including sound patterns, words, and the beginnings of grammar. [46] That is, language learners are sensitive to how often syllable combinations or words occur in relation to other syllables.
Manually coded English is any one of a number of different representations of the English language that uses manual signs to encode English words visually. Although MCE uses signs, it is not a language like ASL; it is an encoding of English that uses hand gestures to make English visible in a visual mode. Most types of MCE use signs borrowed or ...
The development of the Nicaraguan sign language (NSL) by students in a school for the deaf also lends evidence to the critical-period hypothesis. Initially a pidgin sign language with simple grammar, it had large grammatical differences and variations across signers.
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Children must go from imitating adult speech to create new phrases of their own. They will need to use their cognitive operations of the knowledge of their language they are learning to determine the rules and properties of that language. [28] The following are examples of errors in English speaking children's productions. "I goed" "He runned"