The present study concerns the reading and writing performance of Deaf learners in EFL(English as a Foreign Language). The learners’ mother tongue is LIS and their culture is the Italian Deaf Culture; however, when it comes to reading and writing, the same language (that is, written Italian) is shared by Deaf users of LIS, deaf lip-readers and hearing Italians. The paper is based on experimental EFL teaching/learning with adult students featuring the above linguistic/cultural traits. Its aim is to analyze classroom interaction: first, conversational strategies in the pluricultural/plurilingual cross-modal classroom (LIS-Italian-English) are discussed; next, selected excerpts from ethnographic records are analyzed for “local” microtextual strategies within single turns. Here, analysis focuses on verbal transcription of short segments involving all or some of the following: the teacher’s input, the interpreter’s rendering into LIS or Italian of the teacher’s or students’ contributions and the response of the class.

Language - English - Difficult / Question You - Think - What?

OCHSE, ELANA
2004

Abstract

The present study concerns the reading and writing performance of Deaf learners in EFL(English as a Foreign Language). The learners’ mother tongue is LIS and their culture is the Italian Deaf Culture; however, when it comes to reading and writing, the same language (that is, written Italian) is shared by Deaf users of LIS, deaf lip-readers and hearing Italians. The paper is based on experimental EFL teaching/learning with adult students featuring the above linguistic/cultural traits. Its aim is to analyze classroom interaction: first, conversational strategies in the pluricultural/plurilingual cross-modal classroom (LIS-Italian-English) are discussed; next, selected excerpts from ethnographic records are analyzed for “local” microtextual strategies within single turns. Here, analysis focuses on verbal transcription of short segments involving all or some of the following: the teacher’s input, the interpreter’s rendering into LIS or Italian of the teacher’s or students’ contributions and the response of the class.
XVII/1 (2004)
143
158
DEAF; EFL; DEAF STUDIES; SIGN LANGUAGE(S); LIS; CONVERSATIONAL STRATEGIES; CLASSROOM INTERACTION; ETHNOGRAPHY
E. OCHSE
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/103630
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