Issues of Linguistic Typology in the Study of Sign Language Development of Deaf Children

Abstract

This chapter has two goals: first, to consider some lessons which have been learned from the cross-linguistic study of hearing children and their acquisition of a range of spoken languages; and second, to situate the study of sign languages in a typological framework. The focus is thus on issues of linguistic analysis, with special attention to typology. It presents some case studies to demonstrate how child language research over the past decades has been forced to move away from the impulse to take a familiar language — generally English — as representing the child’s initial assumptions about the nature of language.

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