Contribution
Description: Some methodological issues will be presented here within a large theoretical perspective including studies on the bilingual model of instruction for deaf children and their literacy acquisition following Sign Language mediation (Chamberlain, Morford & Mayberry, 2000). Other theoretical fields involved consist of situated cognition and situated learning (Allal, 2001), dialogic analysis of children-adult interactions in the classroom (Grossen, 1999; Trognon, 1999) and microgenetic didactic studies focusing on the double co-construction of a Common Zone of Meaning and Knowledge between the teacher and their pupils during a Storybook Interactive Reading session (Saada-Robert et al., 2003, Saada-Robert & Balslev, 2004). The purpose of this doctoral research is to study how deaf and hard-of-hearing children develop their literacy knowledge throughout a specific didactic setting during one school year (Tominska, 2005). This setting uses three modalities of language in this bilingual classroom (French Sign Language, oral and written French) and involves a team of bilingual teachers (one Deaf and one Hearing) who introduce the Interactive Storybook Reading activity to a group of 6-7 year-old deaf and hard-of-hearing children.A first analysis of one videotaped reading session (at the beginning school year) will be presented using a six step microgenetic model of analysis (Saada-Robert & Balslev, submitted). The latter will be completed by the analysis of the designed setting and by individual assessment on linguistic tasks.
Methodology: 159 motsAt first, the designed didactic setting will be analysed concerning elements such as the choice of the storybook and components of knowledge potentially activated in the setting, as well as the teacher's objective concerning literacy knowledge acquisition, etc. Second, microgenetic didactic analysis transforms data from a full length videotaped observation in a continuous written chronicle (or verbatim). Data is then segmented within speech turns into Units of Meanings (UM) which are interpreted according to intention (in content and form). The next level of elaboration involves the definition of, chronologic sequences defined according to a dominant UM content; then the interlocutory forces can be defined throughout the specification of surface initiator as opposed to hidden initiator. The last step of analysis allows to identify the patterns of comprehension (dialogical units) progressing along with the microgenetic sequences during the work session.Finally, an individual assessment of linguistic skills will be interpreted in regard to the child's actual level of literacy knowledge.
Conclusions: 170 motsThe classroom observations should show that the teachers and the children adjust to each other during the work session in a specific way according to the use of French Sign Language and at the same time of oral/written French. The children's linguistic capacities should be improved by the development of their literacy knowledge and of their communication awareness, throughout the double co-construction of a Common Zone of Meaning and Knowledge (or a common zone of shared significations about the literacy knowledge components - storybook as a support) in which patterns of comprehension become more complex as the interaction progresses. This type of analysis inductive and deductive at the same time (Balslev & Saada-Robert, 2002) brings new perspectives in the study of deaf children educational settings. As classroom observations in this domain are rare this study aims at showing the relevance of studying how deaf children effectively learn to read and write and how the teachers can manage their interventions to create a really rich and motivating environment allowing children to progress.
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