Holmström, I. (2021). Modality-Focused L2-Instruction in Swedish Sign Language. Journal of Linguistics and Language Teaching, 11(1) https://linguisticsandlanguageteaching.blogspot.com/2021/03/blog-post.html


Most second language (L2) learning happens in the same modality, i.e., a learner who has a spoken language as the first language most commonly learns additional spoken languages as L2. In such language acquisition cases, learners can build on what they already physically know about how to express language. But, if they begin to learn a sign language, they have to learn how to express language in a new modality, i.e. the visual-gestural one. It requires expressing the language using hands, arms, face, and body instead of the speech organs, and this is very unfamiliar for them. Furthermore, learners need to learn specific linguistic features that largely differ from those of spoken languages, such as spatiality, iconicity and simultaneity. In this paper, the teaching of such modality-specific features in a cohort of first-year hearing L2 students, who are learning Swedish Sign Language at the university level, is examined and described. This empirical study shows a language teaching context that largely differs from other language teaching contexts and how students experience this new language learning process.

Read the full text in Journal of Linguistics and Language Teaching:
Modality-Focused L2-Instruction in Swedish Sign Language

About the article in Swedish