Department of Special Education, College of Basic Education, The Public Authority for Applied Education and Training, Ardiya, Kuwait.
Department of Special Education, College of Basic Education, The Public Authority for Applied Education and Training, Ardiya, Kuwait.
J Commun Disord. 2024 Sep-Oct;111:106454. doi: 10.1016/j.jcomdis.2024.106454. Epub 2024 Aug 8.
This study explores the narrative skills of deaf and hearing children within the context of Arabic diglossia, a linguistic environment characterised by significant differences between spoken dialects and formal written language. Using Stein and Glenn's (1979) and Bruner's (1991) frameworks, the research analyses the narrative constructions of 13 hearing and 13 deaf children in Kuwait. The findings reveal that hearing children, benefiting from consistent exposure to spoken and formal Arabic, produced more coherent and detailed narratives compared to deaf children. Hearing participants also demonstrated greater vocabulary diversity. Age-related improvements in narrative skills were more pronounced among hearing children, while the impact of sign language exposure on narrative abilities was significant among deaf children. The study underscores the critical role of early language exposure and educational support in fostering narrative development, particularly in a diglossic context. These findings highlight the need for specialised educational strategies to support the unique narrative development needs of deaf children.
这项研究探讨了在阿拉伯双语环境下，聋童和听障儿童的叙事技能，这种语言环境的特点是口语方言和正式书面语言之间存在显著差异。本研究运用 Stein 和 Glenn（1979）以及 Bruner（1991）的框架，对科威特的 13 名听障儿童和 13 名聋童的叙事结构进行了分析。研究结果表明，受益于持续接触口语和正式阿拉伯语的听障儿童，相较于聋童，他们能够讲述出更连贯、更详细的故事。听障儿童在词汇多样性方面也表现出了更好的表现。听障儿童的叙事技能随着年龄的增长而显著提高，而手语接触对叙事能力的影响在聋童中也非常显著。该研究强调了早期语言接触和教育支持在促进叙事发展方面的关键作用，尤其是在双语环境下。这些发现突显了为聋童提供特殊教育策略的必要性，以满足他们独特的叙事发展需求。
