Abstract

A deaf child from a non-English speaking family has a unique combination of communication problems. In order to facilitate communicative competence between the deaf child and those in his home and school environments, a trilingual approach to Total Communication has been developed. This approach utilizes Conceptual Sign Language as a communicative bridge for the deaf child, his Spanish-speaking family members, and the English-speaking signers at his school. This article describes some of the linguistic phenomena which have been observed directly in a setting where English and Spanish are combined with Conceptual Sign Language to promote comprehensible communication among parents, hearing-impaired children, and teachers.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 244-249
Launched on MUSE
2013-04-22
Open Access
No
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