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Interactions between a deaf child for whom English is an additional language and his specialist teacher in the first year at school: Combining words and gestures

Mahon, M; (2009) Interactions between a deaf child for whom English is an additional language and his specialist teacher in the first year at school: Combining words and gestures. Clinical Linguistics & Phonetics , 23 (8) pp. 611-629. 10.1080/02699200802491140. Green open access

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Abstract

This paper provides a description of the interactions between a nursery‐aged prelingually deaf child and his specialist teacher recorded at four consecutive time points during the first year at school. The child comes from a hearing, Somali‐speaking family where English is an additional language (EAL). Using Conversation Analysis procedures, findings show how, with the teacher's support, the deaf child accomplishes ‘multi‐element’ turns (that is, turns in which semantic referents are combined using words and gestures—‘elements’) within and across time points. Gestures remain an essential feature of the child's communication at all times. The teacher's prior and next turns create and support language learning opportunities for the child, and this support is continually adjusted in response to the child's turns. It is suggested that these sequences of talk are an important mechanism driving the child's learning of spoken English.

Type: Article
Title: Interactions between a deaf child for whom English is an additional language and his specialist teacher in the first year at school: Combining words and gestures
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/02699200802491140
Publisher version: https://doi.org/10.1080/02699200802491140
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Science & Technology, Social Sciences, Life Sciences & Biomedicine, Audiology & Speech-Language Pathology, Linguistics, Rehabilitation, Deaf child:teacher interaction, spoken language in the deaf, gesture, language learning opportunities, hearing, communication, conversation, impairment
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
URI: https://discovery.ucl.ac.uk/id/eprint/78844
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