Exploring Learning Environment of Hearing,Deaf/Hard of Hearing (D/HH) Students in a Sign Bilingual and Co-Enrollment Setting
This paper aims to examine interactional pattern of participants in a sign bilingual and coenrollment setting.In a co-enrollment setting,both hearing and Deaf/Hard of Hearing (D/HH) students and teachers are involved in the same classroom,there exist a complex inter-relation of external ecological and internal linguistic factors that shape the outcome of this sign language-spoken language contact situation 1Using a socio-cultural framework wherein childrens language developments are seen as occurring through interactions with others in the classroom community.The results show there are no significant difference between the tokens of classroom participation of deaf and hearing students both in observation period Ⅰ in the beginning of the school term (p <.057) and Ⅱ near the end of the school term (p <.758).This finding indicates that the co-enrolment setting allows the deaf students to involve in the classroom just as their hearing peers.Moreover,they are more integrated near the end of the school term with the increase in sign language proficiency of both the teachers and students.Comparing means of the tokens firom the observation periods,it increased from 7.76 to 24.33 showing that deaf students were more involved in the classroom.The use of sign language in the co-enrollment classroom setting significantly helped studentteacher interaction and boosted heating-deaf interaction.Implications and good practices/interventions on detailed pedagogical practices in each setting will be presented.
Sign bilingual Co-enrollment Sign Language Classroom Interaction
Fay Wong
The University of Hong Kong, Hong Kong, China
国际会议
Conference on Creative Education (创新教育国际学术会议(CCE2012))
上海
英文
297-300
2012-04-01（万方平台首次上网日期，不代表论文的发表时间）