Hearing children acquire discourse competences like storytelling through everyday interaction and are systematically supported in this process by adults. In contrast, deaf children in Germany often lack appropriate interlocutors with German Sign Language proficiency in family or school. The focus of our research is on narrative competences in deaf children and on the consequences of the lack of interlocutors on the acquisition of these competences. We carried out three studies to examine narrative skills of deaf children aged 8 to 17. We collected data from dyadic conversations with deaf adults and analyzed this data against the background of a cognitive approach to language acquisition and of conversation analysis. From a developmental perspective, our results indicate that the narrative competences of most of the tested non-native signing children have not developed as would be appropriate for their age. From an interactive perspective, deaf adults cooperate with the children in telling their stories by using different strategies.
2024. Investigating the effects of late sign language acquisition on referent introduction: a follow-up study. Poznan Studies in Contemporary Linguistics 60:1 ► pp. 1 ff.
Pietarinen, Heta & Laura Kanto
2024. The macrostructure of narratives produced by children acquiring Finnish Sign Language. Journal of Deaf Studies and Deaf Education
2024. The story so far: scoping review of narratives in deaf children. Journal of Deaf Studies and Deaf Education
Wolbers, Kimberly A, Hannah M Dostal, Leala Holcomb & Kelsey Spurgin
2024. Developing expressive language skills of deaf students through specialized writing instruction. Journal of Deaf Studies and Deaf Education 29:3 ► pp. 350 ff.
Keleş, Onur, Furkan Atmaca & Kadir Gökgöz
2023. Reference tracking strategies of deaf adult signers in Turkish Sign Language. Journal of Pragmatics 213 ► pp. 12 ff.
Otárola-Cornejo, Fabiola Andrea, Andrea Pérez-Cuello, Natalia Ortiz-Navarrete & Martin Álvarez-Cruz
2020. Construcción verbal en narraciones de estudiantes sordos, usuarios de la lengua de señas chilena. Íkala 25:2 ► pp. 395 ff.
Beal-Alvarez, Jennifer S. & Daileen M. Figueroa
2017. Generation of Signs Within Semantic and Phonological Categories: Data from Deaf Adults and Children Who Use American Sign Language. The Journal of Deaf Studies and Deaf Education 22:2 ► pp. 219 ff.
Swanwick, Ruth
2016. Deaf children's bimodal bilingualism and education. Language Teaching 49:1 ► pp. 1 ff.
Beal-Alvarez, J. S.
2014. Deaf Students' Receptive and Expressive American Sign Language Skills: Comparisons and Relations. Journal of Deaf Studies and Deaf Education 19:4 ► pp. 508 ff.
Eden, Sigal & Sara Ingber
2014. Enhancing Storytelling Ability with Virtual Environment among Deaf and Hard-of-Hearing Children. In Computers Helping People with Special Needs [Lecture Notes in Computer Science, 8548], ► pp. 386 ff.
This list is based on CrossRef data as of 29 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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