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Family Language Policy in American Sign Language and English Bilingual Families

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dc.contributor.advisor Kidd, Julie Kite, Bobbie Jo
dc.creator Kite, Bobbie Jo 2018-10-22T01:17:13Z 2018-10-22T01:17:13Z 2017
dc.description.abstract This study aims to examine the ways in which eight hearing families of bimodal-bilingual deaf children utilize, revise, and reflect upon their family language policy. The bimodal-bilingual is the development and use of more than one language in more than one modality. The spoken and signed are the modes to which “bimodal” refers to in this study. The family language policy is a sociolinguistic approach in examining bi/multilingualism in families (King & Fogle, 2013). This study is motivated by two factors: (a) the unique role of family language policy in deaf children's language development and (b) the need to examine early childhood bimodal-bilingual development within specific ethnolinguistic and ethnocultural contexts. The findings indicate the connection to the Deaf community and Deaf individuals through the Deaf Mentors Project is a key to providing families with support to resist various forms of oppression from the medical community. The process of the early linguistic acquisition of ASL-English bimodal-bilingual development and its contribution to young children’s linguistic outcomes as a foundation for future academic engagement and lifelong success is supported through family language policy.
dc.format.extent 269 pages
dc.language.iso en
dc.rights Copyright 2017 Bobbie Jo Kite
dc.subject Early childhood education en_US
dc.subject American Sign Language en_US
dc.subject Bilingual Education en_US
dc.subject Deaf en_US
dc.subject Deaf Education en_US
dc.subject Early Intervention en_US
dc.subject Family Language Policy en_US
dc.title Family Language Policy in American Sign Language and English Bilingual Families
dc.type Dissertation Ph.D. Education George Mason University

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