Reports on one aspect of an ongoing study of language contact in the American deaf community. The ultimate goal of the study is a linguistic description of contact signing and a reexamination of claims that it is a pidgin. Patterns of language use are reviewed and the role of demographic information in judgments is examined. (29 references) (GLR)

A review of the research about languages, modes of expression, and usage rules and related cultural, linguistic, physiological, and sociopolitical issues concludes that more research is needed before any one method of communication can be recommended above others for the effective education of deaf children. (134 references) (CB)

An examination of research on language and systems used with deaf children concluded that oral English and manually coded English have produced only limited results. The approach advocates the instructional use of American Sign Language and the teaching of English as a second language to deaf children. (Authors/CL)

A synopsis of research on language, cognition, and communication in deaf students and adults explores basic linguistic processes, evaluates present understanding of sign language as a language, and relates language to ethnicity and biculturalism, concluding that American Sign Language should be the preferred language of instruction. (Author/CL)

Describes strategies used in a demonstration project monitoring teachers' use of Manually Coded English, American Sign Language, and pidgin signing in communicating with deaf students. Factors considered to influence teacher behavior included student characteristics, teacher training and certification, and support systems. (Author/CB)

Research into the sign languages of the deaf is reviewed, particularly as it relates to the study and use of sign language in the Irish context. The first section offers an overview of deafness, the deaf experience, acquisition of linguistic and social identity, the sociology of the deaf community, and the role of sign language. Subsequent…

Examines the relationship between sign language and gesture in language acquisition. Specifically, the question is asked, are sign language and nonlinguistic gestures treated differently by infants acquiring a sign language? The answer is found in reexamining data concerning two deaf children learning American Sign Language (ASL). The data…

A review of problems with using such manual communication systems as cued speech, fingerspelling, Signed or Manual English, American Sign Language, and Pidgin Sign provides a rationale for using a combination of American Sign Language and Pidgin Sign and a few markers from Signed English for a Total Communication system. (CB)

Discusses trends and future issues in the bilingual education of deaf children, including teacher learning and use of American Sign Language (ASL), the total communication approach, deaf teachers' use of ASL, the coding of English in signs, and signed English and ASL as complementary communication systems. (five references) (CB)

This 1978 article presents general principles of sign selection, standardization and development, guidelines for sign selection, standardization, and development based on the American Sign Language lexicon, and a process for selection, evaluation, development, recording of vocabulary, signs, and fingerspelled words. The selection of…

This paper discusses the role of American Sign Language (ASL) in educating deaf children, based on the history of using manually coded English (MCE). The paper concludes that use of ASL should not be the ultimate goal of bilingual bicultural programs, and, in some classrooms, the optimal program will be complementary use of ASL and MCE. (JDD)

Historical and current trends, practices, and perspectives regarding manual communication in educating deaf children are discussed, including Manually Coded English systems and American Sign Language. Issues concerning choice of sign language/systems and instructional strategies that support sign usage (such as Total Communication, Simultaneous…

This literature review examines selected variables that may influence teachers' ability to read books to preschool and elementary deaf children in total communication programs. The paper explores the role of signs in reading stories and factors influencing the signability of stories, including reading rate, length of sentences, length of text used…