The bilingual kid "Juli" first made drawing marks when she was baby. She has acquired a drawing skill in a natural way. All I did is nothing but to provide her materials and watch the natural development.
But, one day a thought came to my head, wondering how my bilingual kid might draw a table with a three-dimensional perspective. Out of curiosity, I asked her to draw a table.
Here it is. A round brown table with five legs. Our small dining table is round. Then I asked her if she wanted me to show her how to make a 3-D table. Yes, she nodded. I showed her a rectangular table.
After my demonstration, she did a couple of drawings of a table with more 3-D perspective.
Interesting. After she had learned the art of three-dimensional perspective drawing, I asked her to draw a chair. She indeed applied that knowledge to drawing a chair.
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.