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Language Acquisition:

Chelsea
• Chelsea was born severely to profoundly deaf in a
remote rural community, but misdiagnosed as
mentally retarded during her childhood.
• She was raised at home with six siblings in a “normal”
environment (excepting the linguistic aspect), but
denied admission to local schools and even to a
school for the deaf.
• She acquired no language and received no formal
education until 1980 when, at the age of 32, a social
worker referred her to a neurologist and audiologist
and her deafness was finally recognized.
• With aids, her hearing was restored to within normal
range and an intensive oral and sign language
instruction program was begun.
• As of the late 1990s, she was living at home with her
parents and was employed part-time as an assistant in
a veterinarian’s office.
• Initially, her language therapists attempted to foster
natural language development, but when it became
clear after several years that she was unable to
develop even the bare “rudiments of natural language
grammar” (Grinstead et al. 1998: 305), the focus
turned to teaching her “word chunks, almost as if they
were single words, to help her navigate her world”
(Curtiss, personal communication).
• Hence, her spontaneous utterances consist of
sentences such as “banana the eat” or “Peter
sandwich bread turkey”, even though she is capable of
sounding much more grammatical when she employs
the aforementioned chunks (e.g. “I go bathroom”; “Go
work 8:30?”).

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