Klaus-B. Günther, Barbara Hänel-Faulhaber, Johannes Hennies:
Bilinguale Frühförderung hochgradig hörgeschädigter Kinder - Entwicklungstheoretische Grundlagen und frühpädagogische Bildungspraxis
Bilingual Early Intervention in Deaf Children - Developmental Background and Early Education Practice

2009, 179-186

Summary: In German Schools for the deaf an increasing number of bilingual programs can be found, including sign language as well as spoken and written language. Early intervention programs are usually still focussed on spoken language alone. Considering studies that about half of the cochlear implanted deaf toddlers undergo a massively delayed language acquisition, the paper discusses the role of pre-symbolic gestures, manual babbling and motherese in the acquisition of both languages and demonstrates, how signed and spoken language are developed in a similar way. After analysing empirical studies that indicate a positive influence of a bilingual early intervention on the development of spoken language skills, basic principles of such a program are outlined.

Keywords: Early bilingual intervention of deaf children, pre-symbolic manual communication, motherese, spoken language acquisition, sign language acquisition

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