The toddler Juli had fun using the interjection "shh" in sign language.
One morning I caught up with Juli and explained (translated as) No running in the library. Juli replied stop. Then she calmly walked along me hand-in-hand.
Later that same day back home, Juli was acrobatic around. I slowed her down and told her, (translated as) It's a nap time. Juli responded stop! Her father, recognizing her utterance, laughed.
But, Juli wasn't tired at all. After a short period of rest, she became kind of chatty: pointing at the window and uttering alarm siren firefighter alarm drive, ix-loc hairclip, help (asking for help to put it on her hair), pointing at the direction and father music, ix-loc hurt, bug/insect got-slapped, and some other one-word utterances along with points alarm!, and so on.
One day Juli, in her stroller, noticed a little black dog having a walk with the master. She thought for a moment and commented dog bark + eat.
The other day, I let Juli out of the stroller to take a close look at the wild rabbit calmly sitting on the lawn. Each time Juli approached the rabbit, the rabbit hopped away.
Finally, it ran away. Juli was perplexed. She pointed at the rabbit and uttered petting?. I explained (translated as), "The rabbit was scared. It didn't want to be petted."
The utterance ix-loc hurt, bug/insect got-slapped! mosquito and its variants this early week was one of the most common phrases.
Another utterance swinging + sliding, drive was a common request that she wanted to go to the playground.
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.