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 legal limitations: all well-formed signs must have a movement, just as spoken words have syllabic nuclei; only specific movement sequences are allowed and only a limitednumber of handshapes areconsidered legal in a particular sign language.

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 legal limitations: all well-formed signs must have a movement, just as spoken words have syllabic nuclei; only specific movement sequences are allowed and only a limitednumber of handshapes areconsidered legal in a particular sign language.

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Not just pantomime, hand waves and head shakes

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Sign language is composed by hand-shapes, locations, movements, and possibly non-manual elements. Sign languages has marked and unmarked signs and both hands may be used. They do have little sequential morphology however. Most morphology happens at the same time.

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Head movements can indicated negation (head shake), yes/no or wh-questions (eyebrow raise, frowning)

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Iconicity: native signers sign faster than L2 signers when a sign
resembles (in form) the meaning of the sign

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•	Summary of L2 sign acquisition                                   •	Difference between M1 and M2 learners                         o	potential candidates for modality effects with respect to 3 areas: Phonology, space, iconicity                                        •	Transfer can have an effect on L2 sign language learning                                       o	People that don’t know sign language can use hand gestured they know that are similar to the signs in sign language.                                    o	People that do know a sign language can use signs from one sign language that are similar to the L2 sign language                                      •	Universals can also have an effect                                      o	 'mirror errors'                     o	 early exposure of a language helps with L2 acquisition (deaf born children that learned sign language when older have more trouble acquiring an L2) 

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•	Summary of L2 sign acquisition                                   •	Difference between M1 and M2 learners                         o	potential candidates for modality effects with respect to 3 areas: Phonology, space, iconicity                                        •	Transfer can have an effect on L2 sign language learning                                       o	People that don’t know sign language can use hand gestured they know that are similar to the signs in sign language.                                    o	People that do know a sign language can use signs from one sign language that are similar to the L2 sign language                                      •	Universals can also have an effect                                      o	 'mirror errors'                     o	 early exposure of a language helps with L2 acquisition (deaf born children that learned sign language when older have more trouble acquiring an L2) 

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Spoken language and sign language of the same region may influence each other but are not related. Thus they can have different grammatical rules (SOV, SVO structure)

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Teachers find it hard to intervene and correct signing of their children, because there is no similar toolset to that of teachers of speaking children.  "Sloppy" signing and "wrong" signs are both viewed differently as a wrongly uttered sign could differ greatly from a "sloppy" or "lazy" sign, which is a way of pronunciation, while the example of the palms faced the wrong way for the "WANT"-sign could be corrected by turning the students hands, physically, which is a solid correction on form to meaning.

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Children learn sign language the same way as they would learn spoken language, making the same kind of mistakes and overgeneralizations.

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Some language universals do not hold up in sign languages (SL). For example, most (all?) spoken languages have wh-movement, but sign languages often do not move their wh-marker to the front (hand sign, eyebrow rais, head tilt, frown). It can even be placed both at the start and end of the utterance

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Some generalizations and typological classifications do still hold including SLs, but some generalizations and proposed language universals may have to be reconsidered.

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spoken language: High frequency words are recognized faster than low frequency words
in speech
Sign language: high-familiarity signs were recognized faster than lowfamiliarity
signs.

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The didactic approach to teaching the American signed language to students based on similarities and differences between signed and spoken languages, including the lack of a suitable writing system.

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Phonological constraint: when making a sign with movement of both hands, generally they move in the same direction and have the same shape

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the aim of the paper was to compare speech language and sign language on various grounds. It turns out that the psychological processes are universal. The results show that sign language is (in most cases) similar to spoken language in comprehensionand in production. However, there is a lack of research in sign language processing.

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Sign language is more iconic than oral language. Even though it is iconic, these icons may differ per sign language. Often times the iconicity becomes opaque: the original reference is forgotten.

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A sign (e.g. 'to give') may change in shape and movement direction based on how it is combined with other signs (e.g. 'to give' is single handed; giving a book is two handed in a different shape "holding a book")

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The results obtained from studies of sign language processing, both in comprehension and in production, in most cases, clearly mirror results obtained in the oral domain. This indicates that mechanisms of language processing – either spoken or signed – are universal and not very much affected by the modality in which the language is produced.

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The results obtained from studies of sign language processing, both in comprehension and in production, in most cases, clearly mirror results obtained in the oral domain. This indicates that mechanisms of language processing – either spoken or signed – are universal and not very much affected by the modality in which the language is produced.

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While native signers made primarily semantic errors, non-native signersmade primarily phonological errors. These data suggest that non-native signers may experience difficulty at the level of phonological processing, relative to native signers.

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While native signers made primarily semantic errors, non-native signersmade primarily phonological errors. These data suggest that non-native signers may experience difficulty at the level of phonological processing, relative to native signers.

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Non-signs are usually created from signs by changing one of the parameters –the location, handshape or movement – so that the result is not a legal sign in that particularsign language. As in oral languages, lexicality effects have been found in sign languages, sothat response times to non-signs in a lexical decision task are slower than those to realsigns

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Non-signs are usually created from signs by changing one of the parameters –the location, handshape or movement – so that the result is not a legal sign in that particularsign language. As in oral languages, lexicality effects have been found in sign languages, sothat response times to non-signs in a lexical decision task are slower than those to realsigns

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Could learning to read be considered similar to learning an L2 for Deaf people?

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I/me directed towards signer, you directed towards interlocutor,
3rd person towards the side

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When Deaf people learn another sign language they can have a foreign 'accent'.

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1 modality is the same modality as your mothertongoue. Learning a second spoken language for a speaking person is first modality. If a hearing person learns a sign language that is considered as second modality, since their mother language is spoken