Thank you very much. UNK: And I would like
to extend my appreciation to both the organizers of workshop to On
By Motor Bilingual ism that got me here in the first place,
and also for the general d g f S organizers who invited me to come in and not by any means replace Carol Patent.
That's impossible, but at least so that you are
not twill in your fingers during this time.
So my presentation is about people who are so,
people who use both a sign language and a spoken language.
So we're using the term By Mortal Bilingual to reference
the fact that the two languages they're using are indifferent.
Modality that by motived by lingual is that we're talking
about here are also known as Codiss. As unaccountably mentioned,
Cota stands for children of deaf adults and by that it's
usually implied that they are the hearing children.
So this is the situation where they will access the
spoken language completely in contexts outside the home.
And they access the sign language because they have of
parents and family members who are who are signers.
So we're looking at code is in this context
as people who are using a heritage language,
the language that they use in their home is not the
same as the language that is being used in the broader community.
UNK: So in the presentation I'll be talking about
this in two dimensions. The first dimension concerns some of
the description about the ways in which the By Motor
By levels are similar to heritage language users in various ways.
On The second part will focus on one particularly unique aspect of our heritage,
not heritage of By motor Bilingual is some of which is known as Cook blending.
So I'll get into that in a little more detail soon.
UNK So some of you may be familiar with the fact that's often observed,
which is that about ninety five percent of deaf children
are born into families in which the parents are not deaf signers.
so they have hearing parents who may decide to learn as
a sign language but are spoken language users.
and primarily UNK But it's less often known that
the opposite side is also the case. That is,
the vast majority of the children who are born to deaf parents are themselves hearing children.
so they are in that situation that I just described,
where they are able to access spoken language.
auditory. but they have exposure to a sign language at home,
so they are learning two languages as they develop.
and this particularly unique context of transmission has some similarities to a heritage language.
contacts. Many of you would be familiar with the idea
that heritage language speakers might tend to display a number of different characteristics,
including the following: one.
They may show cross and was sick in Florence.
In the use of their two languages or multiple languages,
they may show evidence of use in the structures of one language.
With the words of another language they may show coats switching it,
particularly in environments where they are frequently with other speakers who used the same two languages.
and in some cases there may be variable fluency,
especially in the heritage language if they are part of the population
in which dominance shifts partly because of education or other factors that make the use of the second language the primary one.
And when people look at effects of heritage language characteristics,
they may focused on some of those variable fluency outcomes,
and that would include things like loss of a capillary or
or plateau ing of grammatical structures or general laughter.
are lower fluency in that language. When it comes to
the code, as we have an additional characteristic.
as I just meant it, Coat mentioned.
Coat As will also engage in something known as code blending.
and Coat blending is an analog to code switching,
but it's something that's uniquely available for.
by motor, by lingual. UNK: Because it involves
the simultaneous production of aspects of the spoken language and the sign language,
it's important to recognize that when I talk about called blending here
I'm talking about this kind of context where a by motor,
by legal person would be interacting with another by motor.
biling will person. They both have access to both languages
and they use them both creatively. UNK And in rural governed ways,
just as we see with Coats switching,
so we're interested in knowing more about what these rural governed ways are,
how those languages interact,
and what kind of limits there might be on those productions
that involve two different languages at the same time.
Now to start with and going to show you
some examples of what I mean by variable fluency.
These video so are coming from a study that we're doing
that examines the use of both the sign language and the spoken language,
and the cold blending by adult.
The adult quotas who are either from the u s,
or from Brazil, so we're going to be give.
I'll be showing you some data from the Brazilian group
as well. UNK: So in the first instance,
this is a participant who has relatively good fluency with
asked owl and her ability to converse with.
in this case. In this context, a deft signer is fine.
she's communicating very adequately with her. So the clip
that I'm going to show you comes from a context
where we wanted to make the sign language the primary language.
And and in order to see how people do when they
are producing their son Anguish and in a separate session,
we looked at their production of called blending or or speech.
So this is a summary of what the video will show you,
although it's also captioned: UNK: And just in case any but his wondering,
I do want to point out that I would like you not to take any photographs.
are recordings of the participants in the study. UNK: So
it's reasonable that he has less awe fluency in the sign language.
He recognizes that he was signing with his parents growing up.
When he was small he learned the things that you need to know as a child,
but after that he didn't have continued involvement in the community,
doesn't know a lot of doesn't interact a lot and then loses some things like: UNK: words like community.
In order to look at this in a little bit more detail,
UNK: I've been doing several studies along with Honey
see Quadrilles and a number of other people.
And with Honey She we did a study with participants in Brazil.
UNK: who are in a similar context by motor,
by and by linguists. And in this particular case I'm
going to tell you a little bit about results from
that study where we looked at their performance in the modeling
will task Soakin focusing on their performance in Brazilian Portuguese or in Brazilian Sign Language,
which is also called lead us.
And in this case we had We looked at four by motor,
by Liberals, for deaf participants and for hearing non signers.
And what you can see from the table is that the
by motor by Ling was are rated as having as high
as seven out of seven on a rating skill in terms of their fluency down to a level of three.
So here are example cases to illustrate the fact that we see
different levels of fluency insight in by motor by levels.
These participants were asked to retell a short story which they
watched as a video. UNK and then their responses were analyzed,
and so here's a part of the results from that.
UNK First, we can see that the meme length of
utterance in their sign language is quite variable,
so the deaf participants signed between five and seven on average.
UNK: This is the length in words by the way
the libres and their cell would have much higher numbers if we did it in morphine,
but for this purpose we did it in words,
so their sign mean length of utterance for the by motor by link was For the most fluent one is in the same range,
but it goes down much lower for the less fluent participant in.
Similarly, when we looked at their production in terms of in one can't content context,
we looked at their errors in verbal morphology,
and again we saw that the present of errors ranges from zero for the highest fluency person up to fifty nine percent for the lowest floods.
UNK: So this is another illustration of the fact that you see a lot of very billeting. Oh,
next I'm going to show you some result from a few of the subjects in our current study,
where we're looking at both Americans and Brazilians in a similar kind of a task,
where we asked them to watch a an animated video that doesn't have any words in it,
and then to tell the story.
UNK: So roughly, these five participants have been put into two different groups.
One is the higher fluency group into as the lower fluency group,
one is also a group of people who are very actively
involved in the Deaf community as adults.
They're either interpreters, are teachers, are they have
some higher degree of involvement with deaf people and opportunities to use as L as adults.
UNK So the length of the time that they were responded,
the number of signs they used in our utterances they use,
that's up to them there, given the same video sample,
and then they respond to it.
So the fact that those in the higher fluency group are producing
more words and more utterances is an indication that perhaps that
they were better able to respond in terms of what the task was.
But it may also be reflecting other kinds of factors of personality.
Because when you ask someone to retell the story,
some people tell a longer story than others. On the other hand,
we can see from the signs per minute rating that there isn't There is some differentiation,
perhaps for the different groups,
but there is also overlap in between in the middle.
And we saw that in a number of ways.
Also from the data, This is just a portion of the data,
that it's not a clear demarcation between two groups.
but we can see a continuum of of levels of fluency.
So some people might talk faster than others,
but also the more a person has to try to remember
the words or understand what they're going to say,
or plan what they're going to say,
the the slow or the speed may be.
m l u is also differentiating the participants as we saw before.
and the right to call Ems indicate the number of utterances that were simple declarative verses.
complex declarative, that is, once that half imbedded in them.
And there were other types as well, but these are the primary types.
UNK So just as a picture of the kind of variability
in by motor by Lingoes we can certainly see that there's
a lot of very dilatory in terms of the outcomes,
or in the sense of the fluency levels that they show as adults,
and that there are some who have very high proficiency in their sailing,
which they use it very frequently in and their grammatical structure as show it.
And there are others whose proficiency is of course much less.
And although this is data that comes from adults,
it was in part motivated by a previous study that we
did with children looking at the development of by motor biling well as them,
because we could see already for children that there was a fair amount of variability in the proficiency with that simony,
which and this relate in to a number of different factors,
but in part also to their over whelming exposure.
Exposure becomes spoken language dominant when they started attending school.
okay. So now I'm going to move on to
the second part in which I will describe a little bit more
about cold blending and and one way we got at trying to understand called lending in more detail.
and I have to mention that there was a lot of people
who are working on this project, and crucial he so.
UNK: So I've already briefly described what code blending years.
It's important to point out that it's not
the same thing as a simultaneous communication,
which is a term that's often used in context of for example.
UNK: Because people are trying to get across a spoken
language and a sign language are partly for educational purposes,
or perhaps because they're in a mixed context.
And in some cases like this of people will try to
produce fully in throughout a conversation both a sign language and
his book and language at the same time.
But in these contexts generally what happens is that the spoken
language is that the matrix language are the dominant language.
UNK: But in fact it means often that the sign language is missing information.
It's not complete because you might expect that it's
hard to produce two languages at the same time,
and it's really hard to do that for an extended period.
so on it usually ends of that. In these kinds
of contexts on the sign language is missing pieces and is never
sort of the language that contributes the most of the grammatical structure of the utterances.
UNK: It's different because both of the participants or
multiple participants are able to access both languages.
they switch back and forth. They can use both languages
at the same time for some part of an utterance,
but not for the whole thing.
And sometimes the sign language is on the language that's contributing most grammatically,
and sometimes the spoken languages, and sometimes there are more or less equal.
So that's why we find it particularly interesting to study
to see what are the ways in which could lending can take place.
UNK: So this is an example in which we use a
very famous cartoon from Tweedie and Self Esther to elicit peoples on responses.
And unlike the interview that I showed you clips of before,
in this context we were encouraging people to use a hum blending.
and we were encouraging them to have both languages active and
overtly so in the context.
So I'll show you a clip that has captions that
is a participant telling asked a portion of this story.
UNK: So you might have noticed that it doesn't seem exactly like regular English.
the English part of it right, and the Ansell in his mouth.
There's a lot of us out there.
It's mostly there. but neither one of these languages
is completely all by itself giving the message.
It's the combination of things that needs a message
and that is the characteristic that we're interested in.
The case that you saw before the clip of the man who had less fluency,
he was definitely just speaking English with some signs.
UNK. This is a little different kind of a situation,
because there's a lot less dominance of the of the
English and more fluency, more components contributed from the sign.
So we're interested in the question about code blending,
partly for the reason that connects it to the question of heritage language users.
Given that heritage language users are also ten people who tend
to use a lot of code switching at,
which may be coincident with higher levels of proficiency in in the languages in the two languages on.
So we want to know for one thing,
whether there's any correspondence between the degree of coats,
witching or coke blending that the participants use and their levels of fluency in a cell overall.
UNK There were also interested in analyzing the code blending itself in more detail,
an understanding the derivation of cold blooded utterances in more detail.
UNK So here are a few types of code blending that
we have observed. One is called UNK where it's
simply in multiple one are multiple points in a sentence,
simultaneous production of words and signs that are essentially translation equivalents.
But and this can have it can take place in with
just a single words or with multiple words,
so that it's possible that both languages are providing the same amount of content,
even if the grammatical structure may follow one or the other language.
UNK But it's also sometimes possible to observe the simultaneous production of
distinct structures from the two languages where you have something that
the word order or the other aspects of the structural components are different from in the two languages happening at the same time.
And that's the most interesting aspect for us to understand how,
how, what are the constraints on that and how much can that be done?
So that's what we're focusing on here now.
in this last part is what are these constraints on Coats Could blending? And in particular,
the question we have is whether it's possible to account for
code blended utterances as being derived by having a derivation that just combines aspects of the two languages,
different aspects from each language potentially and then spits it out in sometimes both languages.
That is to say, can we account for the kinds of
Co blending that are acceptable or produced in such a model?
Or alternatively, is it necessary to say that there's
a derivation for the spoken language and a simultaneous derivation for the sign language which get somehow produced together right?
So basically do we need to say that there are two
completely different derivations in order to account for the different structures that are used in each language?
Or are there such constraints that it only as possible to
produce things when it's possible to combine to structures in one derivation.
UNK And then of course we're asking whether there are differences according to fluency levels.
UNK Because that's the potential heritage effect.
UNK So just to illustrate the kind of idea in a
very abstract way about the difference between what is being produced
in sign and what's being produced in speech?
If we talk about congruity production, while we mean is
that which ever things there are that are in both languages
are happening in the same order in the same kind of structure,
let's say UNK
And it's the non com grew at once.
Where you see an alternation of the order or or
different structures being used across the languages.
so we want to focus on possible instances for that to occur.
We want to look at places where that is more plausible
by looking at cases where the spoken languages were looking at in the sign language.
Is we're looking at allow for different structures or even require different structures.
UNK So what I'm going to show you next
is a part of a grammatic, except ability judgment.
tasks that we did where we targeted these kinds of structures.
We targeted structures involving potential word order,
differences between speech and sign, different morphological expressions,
different kinds of prosody, different kinds of lexicon choice.
Let men and they mostly talking about cases where either the
hierarchical structure and or the word order could could be different between the two languages.
So for this, except ability judgment task,
we had coat as from the u s, and Brazil.
As I've already mentioned, they all have at least one deft signing parent.
Most of them have to end For the purposes of separating out
the higher and lower fluency levels in the u s. participants
we were able to assign all courteen and to basically a higher and a lower group,
although there are not necessarily sharply different.
In Brazil, there was there really were only five
who could be assigned to a relatively low group.
So when I present data from the high versus the low group in Brazil,
I will be giving you data just from the sub said of the five high and five low.
But actually that plus eight is in the wrong place.
Sorry, it should be in the higher row because
there were more who were highly fluent so in Brazil.
So if I give you results that are from the whole group in Brazil,
then it will be from all eighteen.
But if it's divided by high and low participants,
it's five in each group.
ok. So we wanted to get at even more than
what we could get from production.
We have production data has Well, we have both storytelling and elicited production.
But I'm going to focus on the except debility judgment
in order to really see okay, what did they really
think about these possible ways of combining things?
We thought it would be necessary and important to use except Ability judgment.
And so we produced a task like the following: okay,
I'll show you in a minute.
UNK: So first we have a number of different kinds of sentence types.
As I mentioned, we focus on the ones that are
most potentially leading to contrast between the languages,
including examples that use different causative and passive structures as well as idioms on those.
are what I'm going to focus on now.
So the procedure was that the participant would view on us on a computer.
UNK: Somebody who they knew was also a coat.
A producing code. landed utterances and then they were boy,
and then they would rate them.
Forts have to build. UNK: So here's a
very simple example for you to see what it looks like thieves.
He did so. The captions are there for your benefit.
They weren't there in the actual experiment.
On the caption on the top line as before,
shows you the signing and the captain on the bottom line shows you the spoken language.
So let me just show you again. Please eat your
dinner. Ok, that's it. They just see
substances and then they write them on the Judgment task.
used to three point scale. So that one is low
too. is so. so three is high.
and they were also given the option to to select.
I can't touch it. UNK: So over
all looking at group differences both in the u s,
and in Brazil,
we found that the spores for the lower proficiency groups are more compressed and at the higher range compared to this course.
From the higher proficiency groups Now I skipped over from a slide
the fact that we had enough Miller sentences so that we
had cases we would expect to be rated as a low,
and cases we expect we thought we hoped would be rated higher.
So we expected to see a range of responses,
and however, the lower proficiency groups were more likely to just say
Yeah, I guess it's ok. it's fine.
sure that's the impression we have,
at least because they gave a of rating of three for most things.
UNK: Now let's take a look at some of the particular examples.
One example is on for the order inversions.
So in this case, for example,
English was My son has blue eyes and in the air cell
Mock sun has eyes blue. So we just have inversion
under one knowed for the adjective and the now and these
are rated fairly highly and not greatly different between the higher and lower permission to groups.
UNK: So in general, seems to be the kind
of thing that is a lout.
And in causative there are two types to mention.
So in one case we have both the spoken language and the sign language using a transitive causative for So for example,
in English,
the relevant part of the sentences Dorothy melted the witch and the ass
l is also Dorothy melted the witch And examples like this: We're also rated fairly highly in both the u s, and the Brazilian group.
This causative transitive causative structure is used sometimes in the sign language.
But in the sign language, as it seems like,
it's fairly often the case that instead people will use a change of state intransitive structure.
So we tried combining the intransitive change of state in sign.
Wood logs burn with the transitive in speech. He burned all the logs,
and this was raided much lower by participants both in and out,
and in both in the us, and in Brazil.
UNK So here's an example that shows that the degree
of contrast between having a an intransitive in one language and
the transitive in the other languages too much in that's not a possible combination.
UNK We looked at passive because the sign language is:
Don't have something that's exactly like the spoken language.
Versions of passive in both of these cases are: So
we euston a spoken language passive form the man's wall.
it was stolen. And in this example,
that signed version uses object initial structure, but it's not a passive.
There's some debate about what exactly might be a passive,
but it's not a passive in the sign language.
And in this case the ratings are our high.
People are accepting this object verb signed structure combined with the
pacifies object in this book and structure.
but it's important to notice that this is a case
where the agent is not mentioned in the spoken language or or in the sign language.
UNK And just to show you this is what it looks
like: A man while it was stolen.
On the other hand, if we produced a English passive
along with an active transitive form for the sign language,
this is rated very low.
and every time somebody who knows any sign language sees it,
they laugh. It's really people think it's really
really bad, done by hand.
UNK: So this both good language has the trance of
the passive form and the sign language as the active transitive form.
That's that. that's too much. that's
two different. ok and the final category. I'll show
you has to do with English idioms or spoken language idioms.
when we had a spoken language idiom with signed literal translation
of This was also rated very poorly.
The sun. UNK doesn't mean what this book conversion
means and it's considered very unacceptable.
So I'll show you this example. it It does
come in the context of previous part of the sentence.
We were I was chatting with friend or something,
and then we were shooting the breeze,
but the signs are literally shooting them the breeze.
we shall never in that one also as a lot of laughter.
On the other hand,
if we used an English idiom with a saw or a
spoken language in him with a signed sentence that has the same general meaning as in the case is that we had.
The structures were close enough, I guess,
because they were rated very high, and in this was in again,
both in the u s, and in Brazil.
UNK. So what we're trying to figure out is
how to create a case where the structure would be real,
very different. But give you as the similar meaning,
so we can see whether it's the meaning component or
the structural component that gives greater degree of acceptance or rejection.
But here's the example. That is, Except a bull,
don't worry over spilt milk in in ink in English,
and don't worry a small problem in answer.
UNK Can we lost the sound on that one?
Sorry we needed to adjust the thing. sell our keep
going. Though for a time reasons you you can imagine.
you can hear your inner voice of what the person was saying.
ok. So to summarize, now go back to the
research questions that I raised at the at the beginning of this part on,
in order to conclude I got the zero.
UNK So what are the linguistic constraints on Coke lending?
We see that there are a linguist constraints.
UNK It's not possible to combine. just anything.
You have to have the same meaning is centrally on,
but you also have to have a close enough syntactic structure.
So we're working on on, describing that in a lot more detail.
and are their differences based on of the heritage signers general,
overall or language levels,
in some degree there is There's this overall higher levels
of accepted Billy for of acceptance for the lower fluency people,
but the overall patterns are the same.
UNK They are more accepting of the same things that people that
the higher fluency people accept, and in some in the worst cases.
they also rate the on some of the things, some of them ungrammatical.
So to conclude one of our favorite quote: We We always liked to agree with all of those who have gone before,
such as the person who just received in a word about
the idea that biling walls are really interesting to study because they tell us a lot about language arm and importantly,
one of the things they tell us that the two languages of a bilingual are not just divided completely and not separated, but they actually interact in very cool and interesting ways.
and cold blending as one of those cool and interesting ways
in order to see what rule governed in our actions.
There are