Language use and awareness of deaf and hearing children in a bilingual setting
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Verena Krausneker
Abstract
This chapter describes sociolinguistic observations made in a bilingual classroom with Deaf and hearing elementary-school pupils and their teachers. The first part of the chapter discusses the socio-political context of deaf education and Sign Language rights in Austria. The second part provides an insight into bilingual education practice for a group of Deaf and hearing children and their team of teachers working in spoken and signed languages. The study conducted in the bilingual classroom is based on observations and data recorded on video over a three-year period. Language domains, attitudes, skills, and communicative barriers were analyzed and findings point to the success of language learning strategies for the Deaf pupils and an enriching linguistic and social experience for the hearing participants.
Abstract
This chapter describes sociolinguistic observations made in a bilingual classroom with Deaf and hearing elementary-school pupils and their teachers. The first part of the chapter discusses the socio-political context of deaf education and Sign Language rights in Austria. The second part provides an insight into bilingual education practice for a group of Deaf and hearing children and their team of teachers working in spoken and signed languages. The study conducted in the bilingual classroom is based on observations and data recorded on video over a three-year period. Language domains, attitudes, skills, and communicative barriers were analyzed and findings point to the success of language learning strategies for the Deaf pupils and an enriching linguistic and social experience for the hearing participants.
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Foreword xi
- Acknowledgements xv
- Code-mixing in signs and words in input to and output from children 1
- Does the knowledge of a natural sign language facilitate Deaf children's learning to read and write? Insights from French Sign Language and written French data 29
- Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French 51
- Why variation matters: On language contact in the development of L2 written German 73
- Deaf and hearing children: Reading together in preschool 137
- Can signed language be planned? Implications for interpretation in Spain 165
- Language use and awareness of deaf and hearing children in a bilingual setting 195
- Sign bilingualism in Spanish deaf education 223
- Ideologic signs in Deaf education discourse 277
- Sign language and oral/written language in Deaf education in China 297
- Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations 333
- Index 381
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Foreword xi
- Acknowledgements xv
- Code-mixing in signs and words in input to and output from children 1
- Does the knowledge of a natural sign language facilitate Deaf children's learning to read and write? Insights from French Sign Language and written French data 29
- Bilingualism and deafness: Correlations between deaf students' ability to use space in Quebec Sign Language and their reading comprehension in French 51
- Why variation matters: On language contact in the development of L2 written German 73
- Deaf and hearing children: Reading together in preschool 137
- Can signed language be planned? Implications for interpretation in Spain 165
- Language use and awareness of deaf and hearing children in a bilingual setting 195
- Sign bilingualism in Spanish deaf education 223
- Ideologic signs in Deaf education discourse 277
- Sign language and oral/written language in Deaf education in China 297
- Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations 333
- Index 381
