The use of sign language in teaching English.
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Broca's area in the inferior frontal gyrus consists of two cytoarchitectonically defined regions-Brodmann areas (BA) 44 and 45. Combining probabilistic maps of these two areas with functional neuroimaging data obtained using PET, it is shown that BA45, not BA44, is activated by both speech and signing during the production of language narratives in bilingual subjects fluent from early childhood in both American Sign Language (ASL) and English when the generation of complex movements and sounds is taken into account. It is BA44, not BA45, that is activated by the generation of complex articulatory movements of oral/laryngeal or limb musculature. The same patterns of activation are found for oral language production in a group of English speaking monolingual subjects. These findings implicate BA45 as the part of Broca's area that is fundamental to the modality-independent aspects of language generation.
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Conveying alternative and augmentative approaches to communication is becoming necessary for increasing numbers of persons with mental retardation with no or poor oral skills. The preverbal and nonverbal forms of communicating, hence, have special relevance in a developmental context. A natural extension of gestic messages, it in particular is the use of signing that is apt to enhance speech and language acquisition and bring about distinct improvement in understanding and making oneself understood. Exchanging messages by sign language can reveal to the child the significance of his/her own behaviour in the communicative situation, hence reduce passiveness and frustration. The extent to which they are able to support the child's communicative needs in concrete, everyday living is an important suitability criterion also for the various other alternative and augmentative communication devices available.
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