Juli responded to some simple requests:
1) At a playgroup, the worker offered Juli a choice and asked her which yogurt or apple sauce she wanted. Juli pointed at the yogurt container.
2) As Juli was about to drop the cellphone, I quickly intervened and asked her to give me the cellphone. She handed it to me.
3) "Kiss mother, please." Juli gave me a kiss.
(m12w2) Not only responding to simple requests indicated Juli's understanding and receptive skill, but also her eye gazing also showed her understanding of what I said in ASL. That is, she could understand more than she could express, like most infants in speech language.
The car passed by somehow loudly while Juli was in highchair. I uttered car/drive, cl-car-pass-by. Juli imitated the movement of the classifier (open hand that moves horizontally a couple of times) at the same time, interesting, she produced a th-raspberry (that she often did with the firetruck).
A few minutes or so later, I mentioned car/drive, cl-car-pass-by. Juli suddenly turned her around and looked. Oops, I replied nothing, nothing now.
Another time Juli pointed to the blue flowers and looked at me. I uttered flower. Juli's eyes lit up and she suddenly turned her head and gazed at the artificial yellow daffodils.
(m12w3) Juli's father held her in his arms when we were in the family room. I mentioned that Juli probably needed to drink water. Juli quickly turned her gaze toward the kitchen room.
Whenever I mentioned outside cold, Juli often turned to look out a window.
Juli turned to look at the Christmas tree often when I mentioned Christmas tree. Even whenever Juli's grandpa K mentioned Christmas tree on videophone, Juli turned her gaze to the tree.
These are just a few examples of many. Receptive skill and understanding could reveal through Juli's gaze-pointing (which began months before).
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.