Trilingüismo bimodal de los estudiantes universitarios sordos (español, lengua de señas e inglés)
Un estudio de caso
Bibliographic Data
| ID | 21541246 |
|---|---|
| Authors | Viviana M Vélez Negrón (0009-0003-3432-2294, University of Michigan), Rosa E Guzzardo Tamargo (0000-0002-3074-8680, University of Puerto Rico System) |
| Year | 2026 |
| Volume | 52 |
| Issue | 1 |
| Pages | e1wzs1e93 |
| Publication date | 2026-01-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista de Filología y Lingüística de la Universidad de Costa Rica (JOURNAL) |
| Journal identifiers | ISSN: 0377-628X • E-ISSN: 2215-2628 |
| Publisher | Universidad de Costa Rica (PUBLISHER • CR) |
| DOI | 10.15517/1wzs1e93 |
| OpenAlex | W7125779396 |
| Language | ES |
| References cited | 32 |
This study examines the grammatical proficiency in written Spanish and English —two vocal-auditory languages— of two bimodal trilingual deaf students who use a visual-gestural-spatial language, American Sign Language (ASL), and of two bilingual hearing students. It also analyzes crosslinguistic influence across languages and modalities. Participants completed (1) a demographic and linguistic background questionnaire, (2) a grammaticality-judgment test in written Spanish and English, and (3) two written narratives based on images. Results show that the deaf participants demonstrated solid grammatical performance in both vocal-auditory languages, although their outcomes are shaped by their bimodal trilingual experience. Differences between the two pairs of participants were more evident in English than in Spanish. Crosslinguistic influence was also observed, particularly among the deaf students, whose written productions reflected ongoing interaction between systems of distinct modalities. These findings provide evidence on language acquisition in bimodal trilingual contexts and highlight the need to design pedagogical and assessment practices that acknowledge linguistic plurality and promote balanced language development
American Sign Language · Grammatical category · Language acquisition · Language proficiency · Narrative · Neuroscience of multilingualism · Sign language · Categorization, perception, and language · Hearing Impairment and Communication · Subtitles and Audiovisual Media
The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2
Crosslinguistic Influence in Language and Cognition
Language acquisition for deaf children
Cross‐Linguistic Influence
Bimodal bilingualism
On the Evidence for Maturational Constraints in Second-Language Acquisition
Critical period effects in second language learning
The Biological Foundations of Language
Selective Attention and Transfer Phenomena in L2 Acquisition
Moving Beyond the Native-Speaker Bias in the Analysis of Variable Gender Marking
The effect of three basic task features on the sensitivity of acceptability judgment tasks
Assessing Lexical and Syntactic Comprehension in Deaf Signing Adults
The Cumulative-Enhancement Model for Language Acquisition
Deaf children's bimodal bilingualism and education
American sign language level 1 assessment
Against Comprehensible Input
L3 syntactic transfer selectivity and typological determinacy
| Highly cited | No |
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