Discusses the data from an analysis of Simulataneous Communication, a basically bimodal English with full English being presented in the speech channel and a systematically abbreviated form of English presented in the sign channel. Data suggest that the notion of a bilingual continuum needs to be reconsidered. (SED)

A study examined whether deaf high school students' written English reflects their teachers' use of English sign markers in simultaneous communication by comparing the teachers' signed story with the students' interpretation. The students' output and teachers' input differed only in ways familiar from research on children's imitation and semantic…

Reports on a study of the status of sign language in universities and colleges that offer major concentration in education of the deaf. Results show that there is no standard for or consistency in the place of sign language at schools offering majors in the education of the deaf. (SED)

Reports on a study that tests the hypothesis that simultaneous speech-sign instruction is beneficial for learning for a hearing but language-delayed child. The hypothesis assumes that the child would first demonstrate a preference for sign in labeling vocabulary items but would eventually drop the sign supplement as vocabulary became less…

Teachers were surveyed for their opinions of Signed English and American Sign Language. Of the 85 responses, most felt that deaf children should begin signing as early as possible, use Signed English as their base language, and eventually be bilingual in the sign languages. It was also felt that teachers should be bilingual. (MSE)

Describes a research project intended to develop a description, within a generative model, of British Sign Language grammar, with particular focus on time expressions. (AM)

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)

A survey of Australian teachers of the deaf and their classroom communicative practices found that many used speech with sign and most used Australasian Signed English, with most able to demonstrate that they could correctly encode the system. (six references) (Author/CB)

Comparison of the effectiveness of presenting information to deaf college students by signing only, interpreter signing and teacher speaking, and teacher signing and speaking failed to show that any one method was superior to the others. (CB)

Timing sensitivity (awareness of rhythm of lapsed time), age, and sex were studied as possible predictors of success in hearing adults' learning of sign language. The results of school evaluations revealed that younger hearing adults with a sensitivity for timing learned sign language faster than did other adults. (PMJ)

Considers the signed speech of nonverbal children and the unsigned speech that evolves. Discusses possible explanations for signed speech as a development of linguistic functions. Makes suggestions for research on the relationship between language acquisition by nonverbal children and by normal infants. (PMJ)

A survey indicated that out of 1,888 teachers of hearing-impaired students, 140 use American Sign Language (ASL) in their classrooms. Further investigation reduced this number to 25 who actually use ASL and 6 who probably do. (Author/CB)