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dc.contributor.authorGirard, Simone
dc.date.accessioned2019-01-18T13:44:20Z
dc.date.available2019-01-18T13:44:20Z
dc.date.issued2018
dc.identifier.isbn978-3-7329-0433-4
dc.identifier.urihttp://hdl.handle.net/11654/27199
dc.description.abstractA 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.
dc.description.urihttp://www.frank-timme.de/verlag/verlagsprogramm/sprachwissenschaft/kommunikation-partizipation-inklusion.html
dc.language.isoen
dc.publisherFrank & Timme
dc.relation.ispartofseriesKommunikation – Partizipation – Inklusion;4
dc.accessRightsAnonymous
dc.subjectparticipation, deaf and hard-of-hearing, integration, classroom interaction, conversation analysis, multimodality
dc.titleParticipation by hard-of-hearing students in integration classrooms: Facets of interactional competence
dc.type02 - Monographie
dc.spatialBerlin
dc.audienceScience
fhnw.publicationStatePublished
fhnw.ReviewTypeLectoring (ex ante)
fhnw.InventedHereNo
fhnw.PublishedSwitzerlandNo
fhnw.IsStudentsWorkno


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