Daigle, D. et A.-M. Parisot (2006) " Correlations between Quebec Sign Language and French in the context of a bilingual approach ", affiche, Conférence Language Acquisition and Bilingualism: Consequences for a Multilingual Society, Toronto, 4-7 mai.

A team of researchers and educational practitioners was charged by the Quebec Ministry of Education with developing a project in which a bilingual French/Quebec Sign Language (LSQ) educational approach would be implemented and assessed in a primary school for deaf children (Dubuisson and Vercaingne-Ménard, 1998). In our presentation, we will 1) present the context of the adopted bilingual approach (mainly founded on work of Cummins, 1979; Lewis et al., 1995; Mahshie, 1995; Pinker, 1994), and 2) discuss on the assessment of the students' progress in their L1 (LSQ) and L2 (French). We will describe the tools that were developed to assess LSQ and French. We will present 1) the results from a repetition task to assess use of space in LSQ, and 2) the results of a reading comprehension task in French. The specific elements on which the children were assessed were 1) locus assignment and reference in LSQ and 2) identification and inferencing in written French. Comparison of similar processes in both languages was allowed by looking at these specific elements. The results indicate that there is a link between locus assignment and identification as well as between reference and inferencing. In conclusion, the limits of our longitudinal study will be discussed and we will address the question of future implementation of the bilingual approach for deaf children across the province of Quebec.