We’re delighted to welcome Kate Rowley from DCAL (Deafness Cognition and Language Research Centre) at UCL (University College London). Kate shares aspects of her research in linguistics and sign language and more specifically: This webinar will describe how deaf children learn sign language, with a detailed description of the important milestones in sign language acquisition.
Parallels with spoken language acquisition will also be discussed along with similarities and differences in the two modalities (sign and spoken language).
This course will also explain the impact of late access to language on deaf children, again with parallels to cases of delayed language in hearing children.
Participants will be able to:
1. Describe how deaf children learn sign language
2. Describe the important milestones in language acquisition
3. Discuss parallels with spoken language acquisition along with differences in the two modalities
4. Explain the impact of late access to language on deaf children with parallels to cases of delayed language in hearing children.
NB This presentation will be delivered in British Sign Language and interpreted into English.
This course is available for 90 days from the date you purchased it.
Kate Rowley is an experienced teacher and has taught sign language acquisition for many years now. Kate has also worked as a researcher for the last 9 years focusing mainly on language disorders in sign language, language and identities of deaf young people and is now doing a PhD looking into literacy processes in deaf adults.
Following a degree in Deaf studies, Kate completed an M.A in linguistics and an MSc in Psychology Research Methods at UCL. She is currently undertaking a PhD looking into the reading abilities of deaf and hearing adults using eye-tracking technology.
You can find out more about Kate on UCL’s DCAL website, where she says: “I am also involved in the development and standardisation of the BSL Sentence Repetition Task (BSL SRT), which we hope can be used to assess the language of deaf children and adults of all ages. I have previously worked on Specific Language Impairment in BSL and looked at the Language and Identity of young deaf people in different educational settings.”