Intermodal Bilinguals: Acquisition of Sign Language as L1 and Written Language as L2

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Dayse Garcia Miranda
Dayse Garcia Miranda
2
Anelise Fonseca Dutra
Anelise Fonseca Dutra

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GJHSS Volume 24 Issue G6

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Based on a bibliographical review and re-readings of different authors, we aim to bring visibility to the discussion regarding intermodal bilingualism and, consequently, to present a reflection on the acquisition of the first and second languages (L1 and L2) by deaf children. We aim to highlight the importance of the first language, in this case, sign language, as a means for developing competence in the second language, the oral language, in its written modality. We divided the article into an explanation of the contact of deaf children with sign language (SL) as their first language. It discusses the development of oral language (OL) as the second language: first addressing writing and then moving on to issues related to reading. Finally, it reflects on using visual resources and how these visual modes can enhance the second language teaching and learning process for deaf children.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Dayse Garcia Miranda. 2026. \u201cIntermodal Bilinguals: Acquisition of Sign Language as L1 and Written Language as L2\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 24 (GJHSS Volume 24 Issue G6): .

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Understanding how bilingual sign language acquisition affects language development in L1 and L2 children.
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GJHSS Volume 24 Issue G6
Pg. 25- 32
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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August 24, 2024

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English

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Based on a bibliographical review and re-readings of different authors, we aim to bring visibility to the discussion regarding intermodal bilingualism and, consequently, to present a reflection on the acquisition of the first and second languages (L1 and L2) by deaf children. We aim to highlight the importance of the first language, in this case, sign language, as a means for developing competence in the second language, the oral language, in its written modality. We divided the article into an explanation of the contact of deaf children with sign language (SL) as their first language. It discusses the development of oral language (OL) as the second language: first addressing writing and then moving on to issues related to reading. Finally, it reflects on using visual resources and how these visual modes can enhance the second language teaching and learning process for deaf children.

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Intermodal Bilinguals: Acquisition of Sign Language as L1 and Written Language as L2

Dayse Garcia Miranda
Dayse Garcia Miranda
Anelise Fonseca Dutra
Anelise Fonseca Dutra

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