Bimodal bilingualism in deaf children: theoretical issues and research studies

This paper addresses some relevant theoretical and methodological issues to be considered in the study of early bilingualism. The meaning of being a bilingual in sign language and spoken language is explained, and similarities as well as differences with bilinguals in two spoken languages are discussed taking into account sociolinguistic implications. The theoretical perspective on sign languages as minority languages will be referred to the situation of Italian Sign Language (LIS) and compared with the situation of other spoken minority languages in the Italian context. The results of three empirical studies on deaf children exposed to both LIS and spoken Italian, are reviewed, highlighting the following issues: - family attitude toward bilingual education - the importance of the methodology adopted for lexical assessment of deaf bilingual preschoolers - the relationship between the two languages in early lexical acquisition of a deaf bilingual child with cochlear implant.