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Projet LogilecSur : quelles stratégies enseignantes pour guider des élèves sourds vers l'autonomie en compréhension écrite ?
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In: 4ème colloque international IDEKI Didactiques et métiers de l'humain ; https://hal.inria.fr/hal-03482203 ; 4ème colloque international IDEKI Didactiques et métiers de l'humain, Dec 2021, Pont-à-Mousson, France (2021)
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Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
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Predicting Quality of Life and Behavior and Emotion from Functional Auditory and Pragmatic Language Abilities in 9-Year-Old Deaf and Hard-of-Hearing Children
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In: Journal of Clinical Medicine ; Volume 10 ; Issue 22 (2021)
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The Case for Sign Bilingualism in Irish Deaf Education
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In: Teanga: The Journal of the Irish Association for Applied Linguistics , Vol 28 (2021) (2021)
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Abstract:
Sign bilingual education, for the purpose of this article, is defined as a program at primary or secondary school where sign language is used as the first language of instruction with spoken/written language (e.g. English) as the second language (Knoors et al., 2014). International research on sign bilingual education has been on the rise over the last twenty years to the extent that researchers can no longer ignore its importance in an Irish context. The aim of this article is to establish whether or not a case should be made for sign bilingual education in Ireland. Based on a review of international literature, the article begins by discussing the historical development of sign bilingualism. It then discusses each of the key objectives for such a programme outlined in Marschark et al. (2014): (1) the promotion of first (sign) language acquisition to support literacy and numeracy skills in the second (spoken) language; (2) to use an accessible, visual language as a way to unlock the curriculum for deaf students; (3) to improve proficiency in the written and spoken language of the majority population; (4) to enhance deaf children’s social, emotional and positive identity development and their academic achievement. The study concludes with the argument that, although empirical evidence is limited, there are sufficient grounds for promoting a debate on sign bilingual education at policy level in Ireland.
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Keyword:
deaf children; deaf communities; deaf education; P1-1091; Philology. Linguistics; Sign bilingualism; sign language
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URL: https://doaj.org/article/9bbe848339894d0da52e673fcbeecd23
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Lexical recognition in deaf children learning ASL: activation of semantic and phonological features of signs
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Factors Influencing Language and Reading Development in Young Children with Hearing Loss who use Listening and Spoken Language
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Adverse childhood experiences, parental self-efficacy, and language outcomes for children with hearing loss ...
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Adquisició del llenguatge i comprensió emocional en infants amb sordesa
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In: Llengua, societat i comunicació = Language, society and communication, 2021, núm. 18, p. 64-79 ; Articles publicats (D-PS) (2020)
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Comparing Behavioral and Parent-Report Measures of Executive Functioning in Deaf and Typically Hearing Children
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In: Honors Scholar Theses (2020)
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Current Research in Pragmatic Language Use Among Deaf and Hard of Hearing Children
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In: Communication Disorders Faculty Publications (2020)
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Implementation of bilingual education of deaf children in the Slovenian school system
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Pavlič, Matic. - : University of Maribor, Department of Slavic Languages and Literatures, 2020
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Thematic collection: Research Data Nini Hoiting: Home Recordings ...
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Assessment of Language and Literacy in Children Who Are d/Deaf and Hard of Hearing
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In: Education Sciences ; Volume 9 ; Issue 3 (2019)
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Assessing pragmatic skills using checklists with children who are deaf and hard of hearing: a systematic review
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Developing Language and (Pre)literacySkills in Deaf Preschoolers through Shared Reading Activities with Bimodal-Bilingual eBooks
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In: Journal of Multilingual Education Research (2019)
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Emotion recognition skills in children with hearing loss: What is the role of language?
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In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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Emotion recognition skills in children with hearing loss: What is the role of language?
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In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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