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We investigate the roles of linguistic and sensory experience in the early-produced visual, auditory, and abstract words of congenitally-blind toddlers, deaf toddlers, and typicallysighted/ hearing peers. We also assess the role of language access by comparing early word production in children learning English or American Sign Language (ASL) from birth, versus at a delay. Using parental report data on child word production from the MacArthur-Bates Communicative Development Inventory, we found evidence that while children produced words referring to imperceptible referents before age 2, such words were less likely to be produced relative to words with perceptible referents. For instance, blind (vs. sighted) children said fewer highly visual words like “blue” or “see”; deaf signing (vs. hearing) children produced fewer auditory signs like HEAR. Additionally, in spoken English and ASL, children who received delayed language access were less likely to produce words overall. These results demonstrate and begin to quantify how linguistic and sensory access may influence which words young children produce.
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The Role of Input in Language Revitalization: The Case of Lexical Development
Immersion programs have long been considered the gold standard for school-based language revitalization, but surprisingly little attention has been paid to the quantity and quality of the input that they provide to young language learners. Drawing on new data from three such programs (Kaqchikel, Western Subanon, and Māori), each with its own particular motivation, objectives, and pedagogical practices, we examine a key component of this revitalization strategy, namely the amount and type of lexical input that children receive. Our findings include previously unknown facts about the number of words that children in these programs hear per hour, the ratio of word tokens to word types, and the skewed frequency distribution of the particular words that make up the input. We discuss our findings with reference both to comparable measures for first language acquisition in a home setting and to their relevance for pedagogical strategies in the classroom.
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- Award ID(s):
- 1926376
- PAR ID:
- 10340313
- Date Published:
- Journal Name:
- Language documentation and conservation
- Volume:
- 15
- ISSN:
- 1934-5275
- Page Range / eLocation ID:
- 433-457
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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