In examining the issue of why children do so well at language learning despite limited skill and experience, two possible explanations are addressed: one suggests that children learn language well exactly because they are limited, and the other proposes that children are extremely adept at language learning, perhaps more so than adults. Research…

The use of sign language with severely handicapped students is analyzed in light of commonly held rationales. Cognitive, motor, and sociocommunicative factors affecting the learning of sign language are discussed, as well as environmental considerations (including attitudes toward sign language and competence of teachers and other caregivers in…

The debate over whether primates can be taught visual language is examined, and evidence of use of nonverbal language in primate studies is compared with the language criteria of a number of linguistic researchers. Background information on language, visual language (including sign language), and the parameters of the studies is offered, including…

Discusses English acquisition in children with severe to profound hearing impairments. Components that should be integrated during language acquisition are discussed and include phonology, semantics, morphology, syntax, and pragmatics. The mixture of learning conditions that influence the progress of language development in sign, speech, and text…

This paper discusses ideas for teachers to increase successful comprehension of their questions by language delayed students. Three kinds of questioning techniques are described. Most often used by teachers are "WH-words" (e.g., who, what, how). Noun-verb reversal (e.g., Can you come to the group?) follows in amount of usage. The least used…