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DOI:
https://doi.org/10.4151/S0718-09342026012101495Keywords:
bimodal bilingualism, Chilean Sign Language, LEAP-Q, bilingual experience, bilingual studiesAbstract
Studying bimodal bilinguals provides a privileged vantage point for the field of bilingual studies, as it allows for testing the consensus established through research on unimodal bilinguals and for exploring the challenges of acquiring a second language in a modality distinct from that of the first language. This article presents the findings of a mixed-methods study that aimed to describe the bilingual experience profile, including acquisition patterns and language use, of hearing bimodal bilinguals who have acquired a sign language as a second language (L2M2). A survey based on the Language Experience and Proficiency Questionnaire (LEAP-Q; Marian et al., 2007) was administered to 122 hearing users of Spanish and Chilean Sign Language (LSCh). The responses were coded and analyzed. Specifically, the study examined the relation between responses regarding L2 exposure, self-perceived competence, years of experience, and age of acquisition using correlation matrices and ordinal regression analyses. The results show a predominantly female and professional profile, concentrated in fields related to fundamental rights, characterized by late learners and limited exposure to LSCh. Furthermore, age of acquisition, cumulative experience, and exposure levels were found to be correlated with self-reported proficiency levels in LSCh. The findings are consistent with those reported for unimodal bilinguals and contribute to the identification of learner profiles, thereby enabling better teaching approaches for a second language in a second modality. This, in turn, has implications for the training of professionals who work with and for the Deaf community in Chile.
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