Diane Lillo-Martin
Biographic Data
| ID | 755121 |
|---|---|
| NAME | Diane Lillo-Martin |
| GIVEN NAMES | Diane |
| FAMILY NAME | Lillo-Martin |
| SIGNATURE | LILLO-MARTIN D |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0002-8503-727X |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 50 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Linguistic characteristics of bimodal bilingual code-blending: Evidence from acceptability judgments
Code-blending is the simultaneous expression of utterances using both a sign language and a spoken language. We expect that like code-switching, code-blending is linguistically constrained and thus we investigate two hypothesized constraints using an acceptability judgment task. Participants rated the acceptability of code-blended utterances designed to be consistent or inconsistent with these hypothesized constraints. We find strong support for …
Translanguaging in sign language communities
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Structure Principles
This article is the seventh in a series of eight articles that comprise a special issue on family-centered early intervention for children who are deaf or hard of hearing and their families, or FCEI-DHH. This article, Structure Principles, is the third of three articles (preceded by Foundation Principles and Support Principles) that describe the 10 FCEI-DHH Principles. The Structure Principles include 4 Principles (Principle 7, Principle 8, Princ…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Foundation Principles
This article is the fifth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The 10 FCEI-DHH Principles are organized conceptually into three sections (a) Foundation Principles, (b) Support Principles, and (c) Structure Principles. Collectively, they describe the essential Principles that guide FCEI for childre…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Introduction
This article is the first of eight articles in this special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH), or FCEI-DHH. In 2013, a diverse panel of experts published an international consensus statement on evidence-based Principles guiding FCEI-DHH. Those original Principles have been revised through a coproduction process involving multidisciplinary collaborators and an international consen…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Cultural & Global Implications
This article is the third in a series of eight articles that comprise this special issue on family-centered early intervention for children who are deaf or hard of hearing and their families (FCEI-DHH). It highlights the origins of FCEI-DHH in Western contexts and well-resourced locations and emphasizes the role of culture(s) in shaping FCEI-DHH. This article also cautions against the direct application of the 10 FCEI-DHH Principles presented in …
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Support Principles
This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Princip…
Deaf and Hearing American Sign Language–English Bilinguals: Typical Bilingual Language Development
Some studies have concluded that sign language hinders spoken language development for deaf and hard-of-hearing (DHH) children even though sign language exposure could protect DHH children from experiencing language deprivation. Furthermore, this research has rarely considered the bilingualism of children learning a signed and a spoken language. Here we compare spoken English development in 2–6-year-old deaf and hearing American Sign Language–Eng…
Signed languages – Unique and ordinary: A commentary on Kidd and Garcia (2022)
In this commentary on the article by Kidd and Garcia, we point out that research on natural signed languages is an important component of the goal of broadening the database of knowledge about how languages are acquired. While signed languages do display some modality effects, they also have many similarities to spoken languages, both in function and in form. Thus, research on signed languages and their acquisition is important for a fuller under…
Sign Language Prosody
Sign languages are unlike spoken languages because they are produced by a wide range of visibly perceivable articulators: the hands, the face, the head, and the body. There is as yet no consensus on the division of labour between these articulators and the linguistic elements or subsystems that they subserve. For example, certain systematic facial expressions in sign languages have been argued to be the realization of syntactic structure by some …
Sobreposição de línguas: Descrições linguísticas
Este artigo apresenta o fenômeno da sobreposição de línguas em bilíngues bimodais, que apresentam um bilinguismo simultâneo peculiar, pois as línguas que adquirem ao longo do desenvolvimento linguístico envolvem diferentes modalidades: língua de sinais e língua falada. A investigação que dá origem a esse estudo trabalha com dois pares de línguas: língua brasileira de sinais (Libras) e língua portuguesa brasileira (PB) e língua de sinais americana…
Irit Meir
Preview this article: Irit Meir, Page 1 of 1 /docserver/preview/fulltext/sll.00041.int-1.gif
Person vs. locative agreement: Evidence from late learners and language emergence
Sign languages are frequently described as having three verb classes. One, ‘agreeing’ verbs, indicates the person/number of its subject and object by modification of the beginning and ending locations of the verb. The second, ‘spatial’ verbs, makes a similar appearing modification of verb movement to represent the source and goal locations of the theme of a verb of motion. The third class, ‘plain’ verbs, is characterized as having neither of thes…
Code-blending with depicting signs
Bimodal bilinguals sometimes use code-blending, simultaneous production of (parts of) an utterance in both speech and sign. We ask what spoken language material is blended with entity and handling depicting signs (DS), representations of action that combine discrete components with iconic depictions of aspects of a referenced event in a gradient, analog manner. We test a semantic approach that DS may involve a demonstration, involving a predicate…
Acquisition of Sign Languages
Natural sign languages of deaf communities are acquired on the same time scale as that of spoken languages if children have access to fluent signers providing input from birth. Infants are sensitive to linguistic information provided visually, and early milestones show many parallels. The modality may affect various areas of language acquisition; such effects include the form of signs (sign phonology), the potential advantage presented by visual …
Estudos experimentais com bilíngues bimodais: Aspectos Metodológicos
A proposta deste artigo é apresentar aspectos metodológicos envolvidos em pesquisas com participantes bilíngues bimodais, ou seja, aqueles que utilizam duas línguas em diferentes modalidades (uma língua de sinais, visual-espacial e uma língua falada, oral-auditiva). O artigo vai abordar o uso de estudos experimentais considerando-se a elaboração das tarefas, a coleta em si, o registro dos resultados e aspectos a serem levados em consideração na a…
Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs
Sign language use in the (re)habilitation of children with cochlear implants (CIs) remains a controversial issue. Concerns that signing impedes spoken language development are based on research comparing children exposed to spoken and signed language (bilinguals) to children exposed only to speech (monolinguals), although abundant research demonstrates that bilinguals and monolinguals differ in language development. We control for bilingualism ef…
Brazilian Bimodal Bilinguals as Heritage Signers
This paper presents an analysis of heritage signers: bimodal bilinguals, who are adult hearing children of Deaf parents who acquired sign language at home with their parents and the spoken language from the surrounding community. Analyzing heritage language with bimodal bilinguals who possess pairs of languages in different modalities provides a new kind of evidence for understanding the heritage language phenomenon as well as for theoretical iss…
Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children
Deaf children are often described as having difficulty with executive function (EF), often manifesting in behavioral problems. Some researchers view these problems as a consequence of auditory deprivation; however, the behavioral problems observed in previous studies may not be due to deafness but to some other factor, such as lack of early language exposure. Here, we distinguish these accounts by using the BRIEF EF parent report questionnaire to…
Synthesizing commentaries and responses
Preview this article: Synthesizing commentaries and responses, Page 1 of 1 /docserver/preview/fulltext/lab.6.6.19lil-1.gif
The development of bimodal bilingualism: Implications for linguistic theory
A wide range of linguistic phenomena contribute to our understanding of the architecture of the human linguistic system. In this paper we present a proposal dubbed Language Synthesis to capture bilingual phenomena including code-switching and ‘transfer’ as automatic consequences of the addition of a second language, using basic concepts of Minimalism and Distributed Morphology. Bimodal bilinguals, who use a sign language and a spoken language, pr…
Spoken English Language Development Among Native Signing Children With Cochlear Implants
Bilingualism is common throughout the world, and bilingual children regularly develop into fluently bilingual adults. In contrast, children with cochlear implants (CIs) are frequently encouraged to focus on a spoken language to the exclusion of sign language. Here, we investigate the spoken English language skills of 5 children with CIs who also have deaf signing parents, and so receive exposure to a full natural sign language (American Sign Lang…
On the linguistic status of ‘agreement’ in sign languages
In signed languages, the arguments of verbs can be marked by a system of verbal modification that has been termed "agreement" (more neutrally, "directionality"). Fundamental issues regarding directionality remain unresolved and the phenomenon has characteristics that call into question its analysis as agreement. We conclude that directionality marks person in American Sign Language, and the ways person marking interacts with syntactic phenomena a…
Response to Commentaries: Gesture, Language, and Directionality
Acquisition of the syntax-discourse interface: The expression of point of view
WH-Movement and the Position of Spec-CP: Evidence from American Sign Language
Some researchers have claimed that wh-movement in ASL is rightward, contrary to the apparent universality of leftward wh-movement. In contrast to this claim, we argue that wh-movement in ASL is to a leftward specifier of CP. We account for the occurrence of rightward wh-elements by independently motivated syntactic and discourse factors which lead to the appearance of wh-elements in sentence- or discourse-final positions-not by rightward wh-movem…
Two kinds of null arguments in American Sign Language
Acquisition of the syntax-discourse interface: The expression of point of view
Acquisition of Sign Languages
Natural sign languages of deaf communities are acquired on the same time scale as that of spoken languages if children have access to fluent signers providing input from birth. Infants are sensitive to linguistic information provided visually, and early milestones show many parallels. The modality may affect various areas of language acquisition; such effects include the form of signs (sign phonology), the potential advantage presented by visual …
Brazilian Bimodal Bilinguals as Heritage Signers
This paper presents an analysis of heritage signers: bimodal bilinguals, who are adult hearing children of Deaf parents who acquired sign language at home with their parents and the spoken language from the surrounding community. Analyzing heritage language with bimodal bilinguals who possess pairs of languages in different modalities provides a new kind of evidence for understanding the heritage language phenomenon as well as for theoretical iss…
Two kinds of null arguments in American Sign Language
WH-Movement and the Position of Spec-CP: Evidence from American Sign Language
Some researchers have claimed that wh-movement in ASL is rightward, contrary to the apparent universality of leftward wh-movement. In contrast to this claim, we argue that wh-movement in ASL is to a leftward specifier of CP. We account for the occurrence of rightward wh-elements by independently motivated syntactic and discourse factors which lead to the appearance of wh-elements in sentence- or discourse-final positions-not by rightward wh-movem…
Sign Language and Linguistic Universals
Sign languages are of great interest to linguists, because while they are the product of the same brain, their physical transmission differs greatly from that of spoken languages. In this 2006 study, Wendy Sandler and Diane Lillo-Martin compare sign languages with spoken languages, in order to seek the universal properties they share. Drawing on general linguistic theory, they describe and analyze sign language structure, showing linguistic unive…
On the linguistic status of ‘agreement’ in sign languages
In signed languages, the arguments of verbs can be marked by a system of verbal modification that has been termed "agreement" (more neutrally, "directionality"). Fundamental issues regarding directionality remain unresolved and the phenomenon has characteristics that call into question its analysis as agreement. We conclude that directionality marks person in American Sign Language, and the ways person marking interacts with syntactic phenomena a…
Response to Commentaries: Gesture, Language, and Directionality
Acquisition of the syntax-discourse interface: The expression of point of view
Spoken English Language Development Among Native Signing Children With Cochlear Implants
Bilingualism is common throughout the world, and bilingual children regularly develop into fluently bilingual adults. In contrast, children with cochlear implants (CIs) are frequently encouraged to focus on a spoken language to the exclusion of sign language. Here, we investigate the spoken English language skills of 5 children with CIs who also have deaf signing parents, and so receive exposure to a full natural sign language (American Sign Lang…
Synthesizing commentaries and responses
Preview this article: Synthesizing commentaries and responses, Page 1 of 1 /docserver/preview/fulltext/lab.6.6.19lil-1.gif
The development of bimodal bilingualism: Implications for linguistic theory
A wide range of linguistic phenomena contribute to our understanding of the architecture of the human linguistic system. In this paper we present a proposal dubbed Language Synthesis to capture bilingual phenomena including code-switching and ‘transfer’ as automatic consequences of the addition of a second language, using basic concepts of Minimalism and Distributed Morphology. Bimodal bilinguals, who use a sign language and a spoken language, pr…
Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children
Deaf children are often described as having difficulty with executive function (EF), often manifesting in behavioral problems. Some researchers view these problems as a consequence of auditory deprivation; however, the behavioral problems observed in previous studies may not be due to deafness but to some other factor, such as lack of early language exposure. Here, we distinguish these accounts by using the BRIEF EF parent report questionnaire to…
Brazilian Bimodal Bilinguals as Heritage Signers
This paper presents an analysis of heritage signers: bimodal bilinguals, who are adult hearing children of Deaf parents who acquired sign language at home with their parents and the spoken language from the surrounding community. Analyzing heritage language with bimodal bilinguals who possess pairs of languages in different modalities provides a new kind of evidence for understanding the heritage language phenomenon as well as for theoretical iss…
Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs
Sign language use in the (re)habilitation of children with cochlear implants (CIs) remains a controversial issue. Concerns that signing impedes spoken language development are based on research comparing children exposed to spoken and signed language (bilinguals) to children exposed only to speech (monolinguals), although abundant research demonstrates that bilinguals and monolinguals differ in language development. We control for bilingualism ef…
Sign Language Prosody
Sign languages are unlike spoken languages because they are produced by a wide range of visibly perceivable articulators: the hands, the face, the head, and the body. There is as yet no consensus on the division of labour between these articulators and the linguistic elements or subsystems that they subserve. For example, certain systematic facial expressions in sign languages have been argued to be the realization of syntactic structure by some …
Sobreposição de línguas: Descrições linguísticas
Este artigo apresenta o fenômeno da sobreposição de línguas em bilíngues bimodais, que apresentam um bilinguismo simultâneo peculiar, pois as línguas que adquirem ao longo do desenvolvimento linguístico envolvem diferentes modalidades: língua de sinais e língua falada. A investigação que dá origem a esse estudo trabalha com dois pares de línguas: língua brasileira de sinais (Libras) e língua portuguesa brasileira (PB) e língua de sinais americana…
Irit Meir
Preview this article: Irit Meir, Page 1 of 1 /docserver/preview/fulltext/sll.00041.int-1.gif
Person vs. locative agreement: Evidence from late learners and language emergence
Sign languages are frequently described as having three verb classes. One, ‘agreeing’ verbs, indicates the person/number of its subject and object by modification of the beginning and ending locations of the verb. The second, ‘spatial’ verbs, makes a similar appearing modification of verb movement to represent the source and goal locations of the theme of a verb of motion. The third class, ‘plain’ verbs, is characterized as having neither of thes…
Code-blending with depicting signs
Bimodal bilinguals sometimes use code-blending, simultaneous production of (parts of) an utterance in both speech and sign. We ask what spoken language material is blended with entity and handling depicting signs (DS), representations of action that combine discrete components with iconic depictions of aspects of a referenced event in a gradient, analog manner. We test a semantic approach that DS may involve a demonstration, involving a predicate…
Acquisition of Sign Languages
Natural sign languages of deaf communities are acquired on the same time scale as that of spoken languages if children have access to fluent signers providing input from birth. Infants are sensitive to linguistic information provided visually, and early milestones show many parallels. The modality may affect various areas of language acquisition; such effects include the form of signs (sign phonology), the potential advantage presented by visual …
Estudos experimentais com bilíngues bimodais: Aspectos Metodológicos
A proposta deste artigo é apresentar aspectos metodológicos envolvidos em pesquisas com participantes bilíngues bimodais, ou seja, aqueles que utilizam duas línguas em diferentes modalidades (uma língua de sinais, visual-espacial e uma língua falada, oral-auditiva). O artigo vai abordar o uso de estudos experimentais considerando-se a elaboração das tarefas, a coleta em si, o registro dos resultados e aspectos a serem levados em consideração na a…
Signed languages – Unique and ordinary: A commentary on Kidd and Garcia (2022)
In this commentary on the article by Kidd and Garcia, we point out that research on natural signed languages is an important component of the goal of broadening the database of knowledge about how languages are acquired. While signed languages do display some modality effects, they also have many similarities to spoken languages, both in function and in form. Thus, research on signed languages and their acquisition is important for a fuller under…
Deaf and Hearing American Sign Language–English Bilinguals: Typical Bilingual Language Development
Some studies have concluded that sign language hinders spoken language development for deaf and hard-of-hearing (DHH) children even though sign language exposure could protect DHH children from experiencing language deprivation. Furthermore, this research has rarely considered the bilingualism of children learning a signed and a spoken language. Here we compare spoken English development in 2–6-year-old deaf and hearing American Sign Language–Eng…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Structure Principles
This article is the seventh in a series of eight articles that comprise a special issue on family-centered early intervention for children who are deaf or hard of hearing and their families, or FCEI-DHH. This article, Structure Principles, is the third of three articles (preceded by Foundation Principles and Support Principles) that describe the 10 FCEI-DHH Principles. The Structure Principles include 4 Principles (Principle 7, Principle 8, Princ…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Foundation Principles
This article is the fifth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The 10 FCEI-DHH Principles are organized conceptually into three sections (a) Foundation Principles, (b) Support Principles, and (c) Structure Principles. Collectively, they describe the essential Principles that guide FCEI for childre…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Introduction
This article is the first of eight articles in this special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH), or FCEI-DHH. In 2013, a diverse panel of experts published an international consensus statement on evidence-based Principles guiding FCEI-DHH. Those original Principles have been revised through a coproduction process involving multidisciplinary collaborators and an international consen…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Cultural & Global Implications
This article is the third in a series of eight articles that comprise this special issue on family-centered early intervention for children who are deaf or hard of hearing and their families (FCEI-DHH). It highlights the origins of FCEI-DHH in Western contexts and well-resourced locations and emphasizes the role of culture(s) in shaping FCEI-DHH. This article also cautions against the direct application of the 10 FCEI-DHH Principles presented in …
Hearing Impairment and Communication (25 works) · Computer Science (18 works) · Linguistics (18 works) · Psychology (18 works) · Language, Discourse, Communication Strategies (14 works) · Philosophy (11 works) · Sign language (10 works) · Mathematics (9 works) · American Sign Language (7 works) · Developmental psychology (7 works)