Virginia Volterra - From Gesture to Language in Hearing and Deaf Children
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From Gesture to Language in Hearing and Deaf Children
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This edited collection aims to bring together recent research on the use of communicative gesturing in the first two years of life as an important step in the childs transition to a linguistic system. This topic has been approached from a variety of theoretical and methodological perspectives. Researchers studying hearing children have regarded some communicative gestures as precursors to the acquisiton of spoken language. They have also drawn attention to other gestures that show striking similarities in content and sequence of development to first words. Studies of deaf children exposed to sign language have seen early gestures as the first evidence of the childs acquisition of the linguistic system, while researchers who have studied deaf children without exposure to sign language have considered their gesturing as the creation of a linguistic system. This collection of readings provides an opportunity to compare research on children in the earliest stages of communicative development who not only have different primary modalities for language but who also are exposed to differing linguistic inputs. The volume aims to illustrate the contribution of a variety of research questions, strategies and results toward the development of a unifying theoretical model of the transition from gesture to language.
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From Gesture to Language in Hearing and Deaf Children
author
:
Volterra, Virginia.
publisher
:
Gallaudet University Press
isbn10 | asin
:
print isbn13
:
9781563680786
ebook isbn13
:
9780585112770
language
:
English
subject
Deaf--Means of communication, Deaf children--Language, Language acquisition.
publication date
:
1994
lcc
:
HV2471.F76 1994eb
ddc
:
401/.93
subject
:
Deaf--Means of communication, Deaf children--Language, Language acquisition.
Page iii
From Gesture To Language In Hearing And Deaf Children
Virginia Volterra and Carol J. Erting, Editors
Gallaudet University Press Washington, DC 20002
Page iv
Gallaudet University Press, Washington, DC 20002 1994 by Gallaudet University. All rights reserved Published 1994 Second Printing, 1998 Printed in the United States of America Orginally published 1990 by Springer-Verlag, Berlin Heidelberg
Library of Congress Cataloging-in-Publication Data From gesture to language in hearing and deaf children / Virginia Volterra, Carol J. Erting (eds) p. cm. Originally published: Berlin New York: Springer, 1990 in series: Springer series in language and communication: 27, Includes bibliographical references and index. ISBN 1-56368-029-7: $39.95 (hardcover edition) ISBN 1-56368-078-5: (softcover edition) 1. DeafMeans of communication. 2. Children, DeafLanguage. 3. Language acquisition. I. Volterra, Virginia. II. Erting, Carol. HV2471.F76 1994 401'.93dc20 93-43153 CIP
The paper used in this publication meets the minium requirements of American National Standard for Information SciencesPermanence of Paper for Printed Library Materials, ANSI Z39.48- 1984.
Page v
FOREWORD
Virginia Volterra and Carol Erting have made an important contribution to knowledge with this selection of studies on language acquisition. Collections of studies clustered more or less closely around a topic are plentiful, but this one is unique. Volterra and Erting had a clear plan in mind when making their selection. Taken together, the studies make the case that language is inseparable from human interaction and communication and, especially in infancy, as much a matter of gestural as of vocal behavior. The editors have arranged the papers in five coherent sections and written an introduction and conclusion. No introductory course in child and language development will be complete without this book.
Presenting successively studies of hearing children acquiring speech languages, of deaf children acquiring sign languages, of hearing children of deaf parents, of deaf children of hearing parents, and of hearing children compared with deaf children, Volterra and Erting give one a wider than usual view of language acquisition. It is a view that would have been impossible not many years agowhen the primary languages of deaf adults had received neither recognition nor respect. Yet such is the advance of knowledge that it has become impossible now to consider the processes involved in child development without looking at the progression from gestures to sign languages in addition to that from vocal noises to speech languages.
The problem for those unfamiliar with the different conditions imposed by deafness in child or parents or both is to find what of lasting significance has been done in this special area. The problem for those totally immersed in studies of sign languages and deafness is to relate their observations and findings to the body of knowledge developed by study of the majority, hearing, condition. Volterra and Erting have gone a long way to solving both these problems with this selection of studies and with their clear, no-nonsense commentaries.
The studies selected and the editors' overview of them raise another problem, however. There is wide variety in the studies in this volume: variety in method, from case studies to large subject populations, from short term to longitudinal observation; variety in theoretical foundations; and variety in terminology.
Page vi
The editors recognize thisin fact it may have been one reason for their undertaking this collection in the first place; and they offer eminently sensible solutions. Based on Volterra's earlier work is their suggestion that a progression in both hearing and deaf children needs to be recognized and clearly denominated: at first, infantile movements and sounds; then, a clear attempt to communicate with gestures and vocalizations; later, a truly symbolic use of signs and words; and still later, genuinely linguistic combinations of symbols in sign language and spoken language. The papers in the collection amply justify this parallelism in word and sign acquisition and the conclusion that language is acquired by deaf and hearing children in comparable stages.
Volterra and Erting also see a deeper problem that must be addressed before their clear distinction of modalities and stages can be appreciated and their suggested terminology adopted. If greater understanding is to be gained about language acquisition, the central need (perhaps not sufficiently appreciated by some of the authors represented) is to establish strict and widely shared criteria for making the distinction between behavior that is only generally communicative and behavior that is truly symbolic, between behavior depending on context and behavior that transcends context, as language does.
Having selected papers that reflect the state of the art in assessing language acquisition (not just speech language acquisition) and pointed out ways that this state can most surely be advanced, Volterra and Erting continue as they began, looking always at real data and leading the advance.
MAY 1989 WILLIAM C. STOKOE
Page vii
PREFACE
This book results from the ideas, encouragement, and cooperation of many people. Elizabeth Bates and Ursula Bellugi urged us to pursue the initial idea, and William Levelt responded enthusiastically when we approached him with the proposal. The authors all recognized the need to draw together the various lines of research on this subject and generously contributed their work. A NATO Postdoctoral Fellowship in Science awarded to Carol Erting made the early collaboration possible, and our institutions, the Istituto di Psicologia of the CNR and Gallaudet University, supported us throughout. Special thanks are due to Patrizia Valentini for secretarial assistance and to Paul Setzer for his production of the figures.
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