教师在多模式多语言语言教学中使用语义资源
Maike Beyer1,2
1Department of Linguistics, Stockholm University, Sweden.
Journal of deaf studies and deaf education
|January 16, 2026
概括
教师通过灵活使用德语手语 (DGS),德语和其他资源,如手指拼写和数字媒体,有效地支持聋和听障多语言学习者. 这种多式模式的方法提高了语言的学习和理解在不同的课堂.
科学领域:
- 语言学的语言学.
- 教育教育教育教育教育教育.
- 聋人研究 聋人研究
背景情况:
- 多模式多语言学习者,特别是聋和听障移民,需要专门的教学策略.
- 在口语/书面语言和手语的同时教学提出了独特的挑战和机遇.
研究的目的:
- 调查教师在课堂上同时教授德语和德语手语 (DGS) 的语义资源.
- 分析教师如何整合各种资源来支持聋和听障学生的语言学习.
主要方法:
- 语言民族学方法.语言民族学方法.
- 在课堂上观察和分析教师与学生之间的互动.
- 检查语义资源的范围和应用.
主要成果:
- 教师使用各种语义资源,包括德语手语 (DGS),口语/书面德语,手指拼写,口语和手势系统.
- 学生发起的资源,如遗产手语及其手写字母,被纳入桥梁学习.
- 数字媒体和其他工具被战略性地使用以提高理解力.
结论:
- 教师采用灵活和适应性的策略,利用多模式的语义资源来支持语言的发展.
- 多种语言和视觉工具的有效整合对于促进多式多语言聋人教育的理解至关重要.
- 课堂实践突出了成功的方法,为移民聋学生导航复杂的语言学习环境.
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