Efnisyfirlit

• Cover
• Half Title
• Series Page
• Title Page
• Copyright Page
• Table of Contents
• List of figures
• List of tables
• Acknowledgments
• 1 Introduction
  • 1.1 Sign languages and their users
  • 1.2 Sign languages and American Sign Language
  • 1.3 Key linguistic concepts
  • 1.4 Using this book
• 2 Phonology
  • 2.1 What is phonology?
  • 2.2 Signs have parts
  • 2.3 Signs are constrained
  • 2.4 Linearity and simultaneity
  • 2.5 Sign language prosody
  • 2.6 Are there syllables in sign languages?
  • 2.7 Conclusion
• 3 Morphology
  • 3.1 What is morphology?
  • 3.2 Word formation
    • 3.2.1 Iconicity
    • 3.2.2 Compounding
    • 3.2.3 Fingerspelling and initialization
  • 3.3 Derivation
    • 3.3.1 Noun–verb pairs
    • 3.3.2 Other types of derivation
  • 3.4 Inflection
    • 3.4.1 Verbal morphology
    • 3.4.2 Pluralization
  • 3.5 Classifiers
  • 3.6 Conclusion
• 4 Syntax
  • 4.1 Introduction: what is syntax?
    • 4.1.1 Overview of the chapter
  • 4.2 Word order in ASL
  • 4.3 Syntactic structures with brow raise
    • 4.3.1 Yes/no interrogatives
    • 4.3.2 Conditionals
    • 4.3.3 Topicalization
  • 4.4 Wh-questions
    • 4.4.1 Marking the wh-question
    • 4.4.2 The four WHATs
    • 4.4.3 Position of the wh-word
    • 4.4.4 Wh-doubling and multiple wh-questions
  • 4.5 Negation
    • 4.5.1 Nonmanuals for negation
    • 4.5.2 Lexical signs for negation
    • 4.5.3 Doubling and negative concord
  • 4.6 Conclusion
• 5 Children with input from birth
  • 5.1 Deaf children of Deaf, signing parents
    • 5.1.1 The first steps
    • 5.1.2 Lexical development
    • 5.1.3 Phonological development
    • 5.1.4 Development of morphology and syntax
    • 5.1.5 Iconicity and sign language development
  • 5.2 Bimodal bilingualism
    • 5.2.1 Simultaneous acquisition of a sign language and a spoken language – Kodas
    • 5.2.2 Simultaneous acquisition of a sign language and a spoken language: DDCI
  • 5.3 Effects of non-native input
  • 5.4 Conclusion
• 6 Contexts of later language development
  • 6.1 The critical period hypothesis
  • 6.2 Children receiving late input in a sign language
  • 6.3 Adults who had received late input in a sign language
  • 6.4 Adults learning a sign language as L2
  • 6.5 Signers learning the written form of a spoken language
  • 6.6 Conclusion
• 7 Homesign systems
  • 7.1 Introduction
  • 7.2 What are homesigns?
    • 7.2.1 Components of a homesign system
    • 7.2.2 Cross-cultural comparisons of homesigners
  • 7.3 Adult homesigners
  • 7.4 Homesigners’ acquisition of a conventional signed language
  • 7.5 Conclusion
• 8 Variation
  • 8.1 Sociocultural components in linguistic theories
  • 8.2 Conditions affecting language use and variation
    • 8.2.1 Factors in the formation and maintenance of sign languages
    • 8.2.2 Families of sign languages in historical, linguistic, and social contexts
  • 8.3 Variation within sign languages
    • 8.3.1 Geographical factors in variation
    • 8.3.2 Social factors in variation
    • 8.3.3 Factors unique to sign languages
  • 8.4 Impracticality of maintaining a universal sign language
  • 8.5 Conclusion
• 9 Language attitudes
  • 9.1 Defining attitudes
  • 9.2 Attitudes toward language, culture, and identity
    • 9.2.1 The case of racism and language in the United States
    • 9.2.2 The case of cultural identity and language in the American Deaf community
  • 9.3 Notion of standard and prestige
    • 9.3.1 Linguistic and social differences between varieties
    • 9.3.2 Overt prestige
    • 9.3.3 Covert prestige
  • 9.4 Language attitudes and choices in a diglossic context
  • 9.5 Conclusion
• 10 Language policy and planning
  • 10.1 Written and unwritten rules for language use
  • 10.2 Language practices
    • 10.2.1 Language practices in sign language
  • 10.3 Language ideology
    • 10.3.1 Language ideology about sign languages
  • 10.4 Language management
    • 10.4.1 Status planning
    • 10.4.2 Corpus planning
    • 10.4.3 Acquisition planning
  • 10.5 Conclusion
• 11 Conclusion
• Index

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