Difference between revisions of "Mahon2009"
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|Author(s)=Merle Mahon | |Author(s)=Merle Mahon | ||
| − | |Title=Interactions between a deaf child for whom English is an additional language and his specialist teacher in the first year of school: | + | |Title=Interactions between a deaf child for whom English is an additional language and his specialist teacher in the first year of school: combining words and gestures |
|Tag(s)=EMCA; Classroom interactions; Gesture; Language Learning; Deaf | |Tag(s)=EMCA; Classroom interactions; Gesture; Language Learning; Deaf | ||
|Key=Mahon2009 | |Key=Mahon2009 | ||
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|Volume=23 | |Volume=23 | ||
|Number=8 | |Number=8 | ||
| − | |Pages= | + | |Pages=611–629 |
|URL=http://www.tandfonline.com/doi/abs/10.1080/02699200802491140 | |URL=http://www.tandfonline.com/doi/abs/10.1080/02699200802491140 | ||
| − | |DOI= | + | |DOI=10.1080/02699200802491140 |
|Abstract=This paper provides a description of the interactions between a nursery‐aged prelingually deaf child and his specialist teacher recorded at four consecutive time points during the first year at school. The child comes from a hearing, Somali‐speaking family where English is an additional language (EAL). Using Conversation Analysis procedures, findings show how, with the teacher's support, the deaf child accomplishes ‘multi‐element’ turns (that is, turns in which semantic referents are combined using words and gestures—‘elements’) within and across time points. Gestures remain an essential feature of the child's communication at all times. The teacher's prior and next turns create and support language learning opportunities for the child, and this support is continually adjusted in response to the child's turns. It is suggested that these sequences of talk are an important mechanism driving the child's learning of spoken English. | |Abstract=This paper provides a description of the interactions between a nursery‐aged prelingually deaf child and his specialist teacher recorded at four consecutive time points during the first year at school. The child comes from a hearing, Somali‐speaking family where English is an additional language (EAL). Using Conversation Analysis procedures, findings show how, with the teacher's support, the deaf child accomplishes ‘multi‐element’ turns (that is, turns in which semantic referents are combined using words and gestures—‘elements’) within and across time points. Gestures remain an essential feature of the child's communication at all times. The teacher's prior and next turns create and support language learning opportunities for the child, and this support is continually adjusted in response to the child's turns. It is suggested that these sequences of talk are an important mechanism driving the child's learning of spoken English. | ||
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Latest revision as of 10:31, 23 November 2019
| Mahon2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Mahon2009 |
| Author(s) | Merle Mahon |
| Title | Interactions between a deaf child for whom English is an additional language and his specialist teacher in the first year of school: combining words and gestures |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interactions, Gesture, Language Learning, Deaf |
| Publisher | |
| Year | 2009 |
| Language | |
| City | |
| Month | |
| Journal | Clinical Linguistics & Phonetics |
| Volume | 23 |
| Number | 8 |
| Pages | 611–629 |
| URL | Link |
| DOI | 10.1080/02699200802491140 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper provides a description of the interactions between a nursery‐aged prelingually deaf child and his specialist teacher recorded at four consecutive time points during the first year at school. The child comes from a hearing, Somali‐speaking family where English is an additional language (EAL). Using Conversation Analysis procedures, findings show how, with the teacher's support, the deaf child accomplishes ‘multi‐element’ turns (that is, turns in which semantic referents are combined using words and gestures—‘elements’) within and across time points. Gestures remain an essential feature of the child's communication at all times. The teacher's prior and next turns create and support language learning opportunities for the child, and this support is continually adjusted in response to the child's turns. It is suggested that these sequences of talk are an important mechanism driving the child's learning of spoken English.
Notes
