From the kinder's Juli's 5th birthday, her language in our native language (American Sign Language) continued to grow and it's such a fun age. Some randomly selected conversations are memorable. Everything in conversations described below was conducted in ASL, using glosses (not translation) and some translations into English.
The kinder (age 5;0) was eager to teach you a few math equations and some ASL signs. Then, she drifted into a different topic, talking about an unicorn.
One evening at dinner, Juli (5;0) told me YOU 'B'!. Previously, she always gave me an "A". I asked, "Why did I get a B?" She changed her mind, HMM, WAVE-NO, MY MIND WRONG. YOU "A". YOU NOT "B". MY MIND WRONG. She thought for an instant moment and corrected herself, IX-me MISUNDERSTAND.
If she hadn't known the ASL word/sign for MISUNDERTAND, she would express this way, "My mind is wrong." It was some strategic competency of communication. But, she realized that she knew and remembered the ASL word for this concept that she learned a little while before. She then used it.
(Age 5;1) Retelling the story of the three bears in American Sign Language (ASL) from her memory and heart that she remembers it well from a long time ago.
Temperal aspect (age 5;4): A mama bird built a nest, laid four blue eggs, and .. The mama trusted me, but papa seemed not to. One day, I cautionously took a video clip of the babies and the papa got upset. Juli jumped and signed, NOW BIRD CHANGE NOT TRUST-YOU. NOW IX1 TRUST ME++++++ EVERYDAY! Translated: "Now the bird no longer trust you, but now it trusts me."
There is a verb agreement with temporal aspect. She repeated the verb TRUST in agreement with EVERYDAY. I don't know when this grammatical feature emerged but I noticed it.
Kids say the darndest things, even in ASL.
Mom: 100+1 equals how many?
Kid (age 5): (facial response)
Mom: Is that a new thing?
Kid: Hey, I don't have one hundred (look, demo hands). Not 100.
Mom: Well, you can figure it out in your mind (pointing to the head).
Related posts: ASL language development at age 4.
This documentation project follows a baby's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL, week by week from gazing at birth to manual babbling, to first words just before the first birthday in a natural native-ASL environment and visual culture.
The second-year and third-year documentation continues to follow the same child's language and phonological acquisition and literacy development in ASL on a weekly basis from the one-word stage to two-word and multiple utterances.
The documentary continues to follow the same child's ASL language and literacy development on a regular basis from age three to four. It surveys ASL phonological acquisition and more complex utterances.
These posts on ASL-English bilingualism, language acquisition, and bilingual education may be of an interest for parents who raise a bilingual-bimodal child in ASL (or another signed language) and English (or another written and/or spoken language of its respective) as well as informative and educational for ASL specialists, educators, and professionals.