Prioritising pragmatics and social communication for deaf children and young people

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Deafness & Education International Pub Date : 2022-10-02 DOI:10.1080/14643154.2022.2139496
Jill Duncan, Rachel O’Neill
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Abstract

Effective communication can be wonderful. It can connect us to family, friends, teachers, mentors, andmany others. It has the potential to enhance our immediate and long-term well-being in countless ways. However, navigating the nuances of pragmatics and social communication is not always straightforward. These skills include many subskills that require understanding, coordination, and purposeful intent, among other abilities. Learning any language means understanding how to operate in the language with other speakers or signers: keeping conversation going, checking understanding, adjusting your understanding of what the communication partner means, asking for what you want and determining the unstated but implied intention of the conversational partner. The responsiveness of the parent or conversational partner influences the success of the child in developing pragmatic skills (Di Sante et al., 2020). Deaf children often have weak pragmatic skills, perhaps because it is easier for teachers of deaf children to focus on expected development in the growth in grammar and vocabulary; pragmatic skills are harder to pin down. Another explanation from the early years could be that many parents find it more difficult to interact with a deaf child than a hearing sibling. There are many communication breakdowns, more than in conversations between a hearing mother and child. Recent research from the UK has shown the value of supporting parents of deaf children to be less directive, follow the child’s focus of attention and improve turn-taking in conversation (Curtin et al., 2021). In general, Deaf children from deaf families using signed language do not have a delay in pragmatic skills development when interacting with sign language users (Paul et al., 2020). Pragmatic skills also depend on the sociolinguistic context of the family; as the child grows, they encounter a wider range of speakers and signers with different ways of interacting. Some parents have more access to these wider settings, which can prepare their child for the different ways of talking and signing in school.
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聋哑儿童和青少年的语用学和社会交际优先
有效的沟通是很棒的。它可以将我们与家人、朋友、老师、导师以及其他许多人联系起来。它有潜力以无数的方式增强我们眼前和长期的幸福。然而,驾驭语用学和社会交际的细微差别并不总是直截了当的。这些技能包括许多子技能,这些子技能需要理解、协调和有目的的意图以及其他能力。学习任何语言都意味着理解如何与其他说话者或手语者进行交流:保持对话进行,检查理解,调整你对交流伙伴意思的理解,询问你想要什么,确定对话伙伴未说明但隐含的意图。父母或对话伙伴的反应会影响孩子在发展语用技能方面的成功(Di Sante et al., 2020)。聋儿的语用能力往往较弱,也许是因为聋儿的老师更容易把注意力集中在语法和词汇的增长上的预期发展;务实的技能更难确定。早年的另一种解释可能是,许多父母发现与失聪的孩子互动比与听力正常的兄弟姐妹互动更困难。有很多沟通障碍,比听力正常的母亲和孩子之间的对话还要多。最近来自英国的研究表明,支持失聪儿童的父母减少指导性,跟随孩子的注意力焦点,改善谈话中的轮流(Curtin et al., 2021)。一般来说,使用手语的聋哑家庭的聋哑儿童在与手语使用者互动时,在语用技能发展方面没有延迟(Paul et al., 2020)。语用技能还取决于家庭的社会语言学背景;随着孩子的成长,他们会遇到更广泛的说话人和手语人,他们的互动方式也不同。一些家长有更多的机会接触这些更广泛的环境,这可以让他们的孩子为学校里不同的说话和手语方式做好准备。
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
期刊最新文献
Accessible practices and accommodations during lectures for students who are deaf or hard of hearing in higher education The perceptions of Iranian deaf and hard-of-hearing university students towards Persian as a spoken majority language: A narrative inquiry Immigrant deaf students in the United States: Linguistic injustices brought to light Applying relational autonomy in US special education: Educators’ role in supporting parents’ decisions for deaf or hard-of-hearing children The technology or the child? Moving beyond technological fixes in deaf education in India and elsewhere
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