Department of Education, Gallaudet University, 800 Florida Avenue NE, Washington, DC, United States.
J Deaf Stud Deaf Educ. 2024 Jun 24;29(3):322-334. doi: 10.1093/deafed/enad063.
Engaged communication between mother and a child in their early developmental stages is one of the predictors of children's development of higher-order thinking skills. For deaf children, this engaged communication between mother and child hinges on the home language environment (HLE) being fully accessible to the child. This research uses agogical phenomenology in exploring the lived experiences of participants' HLE where sign language is used, with particular focus on the opportunities for extended discourse. Data were collected via semistructured interviews with the deaf children and their parents and observations in the HLEs of five signing families with at least one deaf child in the southwestern United States. The aim of this study was to document and provide insights into how language use in deaf children's HLE can impact their knowledge development; these insights uncovered the essence of reciprocal and contingent family interactions as a central aspect of the deaf child's HLE. It is hoped that the qualitative phenomenological findings will frame subsequent quantitative investigations of the variability in language access to home language components.
在儿童早期发展阶段，母亲与孩子之间的互动式沟通是预测儿童高阶思维技能发展的因素之一。对于失聪儿童而言，这种母亲与孩子之间的互动式沟通取决于家庭语言环境（HLE）对孩子完全可用。本研究采用教育现象学来探索参与者的 HLE 生活体验，其中使用了手语，并特别关注扩展话语的机会。数据通过在美国西南部的五个手语家庭中对失聪儿童及其父母进行半结构化访谈和 HLE 观察收集。本研究的目的是记录并深入了解失聪儿童 HLE 中的语言使用如何影响他们的知识发展；这些见解揭示了互惠和偶然的家庭互动作为失聪儿童 HLE 的核心方面的本质。希望这些定性现象学发现将为后续对家庭语言成分语言访问的可变性进行定量研究提供框架。
