Laura Horton, Ph.D.
Assistant Professor
Language Sciences Program
University of Wisconsin-Madison
Pragmatics in Classroom Settings for Deaf and Hard of Hearing Students: Spoken English versus American Sign Language (ASL)
In this presentation, I will discuss collaborative work with Jenny Singleton (Stony Brook University) and Amy Lederberg (Georgia State University) on the pragmatics of teacher-student interactions in early elementary classrooms (kindergarten through second grade) focusing on visual attention management and turn-taking strategies. All students in the study are Deaf or Hard of Hearing (DHH). Using a video corpus of classroom interactions, we compare teacher-student interactions during group book-sharing in ASL-signing classrooms and spoken English classrooms, describing teachers’ language use and visually anchored socializing practices. I will discuss the demands and affordances of book-sharing using a visual language and being a DHH learner in this instructional context.
Grant/Funding Information:
Center for Literacy and Deafness (CLAD) funded by IES Grant R24C120001