Participation by hard-of-hearing students in integration classrooms: Facets of interactional competence
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Authors
Author (Corporation)
Publication date
2018
Typ of student thesis
Course of study
Collections
Type
02 - Monograph
Editors
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Parent work
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DOI of the original publication
Series
Kommunikation – Partizipation – Inklusion
Series number
4
Volume
Issue / Number
Pages / Duration
Patent number
Publisher / Publishing institution
Frank & Timme
Place of publication / Event location
Berlin
Edition
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Abstract
A growing number of deaf and hard-of-hearing students attend regular classrooms where they face specific opportunities and challenges concerning their participation. This book focuses on plurilingual (spoken and sign language) adolescents in partial integration, who are supported by a teaching assistant in the spoken language classrooms. How does the presence of an assistant shape the students’ participation and the overall classroom interaction? How do the students design their engagement in classroom activities and how do they negotiate their hearing and understanding, which are particularly at risk for them? Managing these tasks calls for the participants’ interactional competence, which is observed on the basis of their multimodal practices including verbal and non-verbal resources.
Keywords
participation, deaf and hard-of-hearing, integration, classroom interaction, conversation analysis, multimodality
Subject (DDC)
Event
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ISBN
978-3-7329-0433-4
ISSN
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
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Expert editing/editorial review
Open access category
License
Citation
Girard, S. (2018). Participation by hard-of-hearing students in integration classrooms: Facets of interactional competence. Frank & Timme. http://hdl.handle.net/11654/27199