瑞典学前班教师与多语儿童互动时手语支持言语的使用

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Karolina Larsson , Polly Björk-Willén , Katarina Haraldsson , Kristina Hansson
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引用次数: 0

摘要

瑞典的许多学龄前儿童除了瑞典语外,还有其他的家庭语言。手语支持言语(SSS)通常用于支持儿童的第二语言发展和参与互动。本文的目的是研究幼儿教师如何在与多语儿童的互动中使用SSS,以及儿童在这种互动中的参与方式。这项研究是在一个多语种地区的三个学前班进行的。设计是视频人种学,分析建立在对话分析的基础上。研究结果表明,教师对符号支持的关注有时会限制他们的反应,从而对儿童的互动参与产生负面影响。此外,SSS的使用往往不考虑儿童的交际需求,并且有自己的议程。由于儿童的语言学习既具有互动性,又具有语境性,所以在学前教育中使用或不使用符号支持不是问题,而是如何使用、为什么使用、与谁一起使用以及在什么情况下使用的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers’ use of sign-supported speech in interaction with multilingual children in Swedish preschools
Many preschoolers in Sweden have other family languages than Swedish. Sign-supported speech (SSS) is often used to support children's second language development and participation in interaction. The aim of the present paper is to study how preschool teachers use SSS in interaction with multilingual children, and children's way of participation in such interaction. The study was conducted in three preschool units situated in a multilingual area. The design is video-ethnographic, and the analyses build on Conversation Analysis. The findings show that teachers’ focus on sign-support sometimes limits their responsivity, which negatively affects children's participation in interaction. Furthermore, SSS is often used regardless of children's communicative needs, and has an agenda of its own. Since children's language learning is both interactive and contextual, it is not a question of using sign-support or not in preschool, but more a question of how it is used, why, with whom and in which situations.
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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