Language Practices in the Ci-Classroom

Eleni Mourtou

Language Practices in the Ci-Classroom

Eleni Mourtou

Research output: Contribution to journal › Journal article › Research › peer-review

Abstract

Prelingually deafened children are nowadays likely to receive a cochlear implant (ci). As these children do their language acquisition with a cochlear implant they require a constant rehabilitation and support. Educational staff is instructed on how to work with children with ci in form of guidelines and workshops.
This paper discusses language practices used in the setting of a school for cochlear-implanted children. These children encounter language and pronunciation problems that accompany prelingual deafness and hearing with a cochlear implant. I examine two practices, which are used during the storytelling activity: repeat requests and questions. Whereas repeat requests are used in ci-therapy, questions have been shown to be instrumentalized for educational purposes in the setting of a school. I will reveal the educational/rehabilitational issues that are linked to these practices.

Original language	English
Journal	Journal of Interactional Research in Communication Disorders
Volume	5
Issue number	1
Pages (from-to)	115-140
ISSN	2040-5111
Publication status	Published - 2014

Documents & Links

http://www.equinoxpub.com/journals/index.php/JIRCD/article/view/17437

SDU Link

Check access to the material in SDU Library's search engine

Hearing impairment and cochlear implants: A conversation analytic study of teachers' actions to the storytelling of children with cochlear implants
Mourtou, E., 2014, Kolding: Syddansk Universitet. Det Humanistiske Fakultet. 217 p.
Research output: Thesis › Ph.D. thesis

Open Access
File

Cite this

@article{682426ee87774ba2bb02b23a0cb53b43,

title = "Language Practices in the Ci-Classroom",

abstract = "Prelingually deafened children are nowadays likely to receive a cochlear implant (ci). As these children do their language acquisition with a cochlear implant they require a constant rehabilitation and support. Educational staff is instructed on how to work with children with ci in form of guidelines and workshops. This paper discusses language practices used in the setting of a school for cochlear-implanted children. These children encounter language and pronunciation problems that accompany prelingual deafness and hearing with a cochlear implant. I examine two practices, which are used during the storytelling activity: repeat requests and questions. Whereas repeat requests are used in ci-therapy, questions have been shown to be instrumentalized for educational purposes in the setting of a school. I will reveal the educational/rehabilitational issues that are linked to these practices. ",

author = "Eleni Mourtou",

year = "2014",

language = "English",

volume = "5",

pages = "115--140",

journal = "Journal of Interactional Research in Communication Disorders",

issn = "2040-5111",

publisher = "University of Toronto Press",

number = "1",

}

TY - JOUR

T1 - Language Practices in the Ci-Classroom

AU - Mourtou, Eleni

PY - 2014

Y1 - 2014

N2 - Prelingually deafened children are nowadays likely to receive a cochlear implant (ci). As these children do their language acquisition with a cochlear implant they require a constant rehabilitation and support. Educational staff is instructed on how to work with children with ci in form of guidelines and workshops. This paper discusses language practices used in the setting of a school for cochlear-implanted children. These children encounter language and pronunciation problems that accompany prelingual deafness and hearing with a cochlear implant. I examine two practices, which are used during the storytelling activity: repeat requests and questions. Whereas repeat requests are used in ci-therapy, questions have been shown to be instrumentalized for educational purposes in the setting of a school. I will reveal the educational/rehabilitational issues that are linked to these practices.

AB - Prelingually deafened children are nowadays likely to receive a cochlear implant (ci). As these children do their language acquisition with a cochlear implant they require a constant rehabilitation and support. Educational staff is instructed on how to work with children with ci in form of guidelines and workshops. This paper discusses language practices used in the setting of a school for cochlear-implanted children. These children encounter language and pronunciation problems that accompany prelingual deafness and hearing with a cochlear implant. I examine two practices, which are used during the storytelling activity: repeat requests and questions. Whereas repeat requests are used in ci-therapy, questions have been shown to be instrumentalized for educational purposes in the setting of a school. I will reveal the educational/rehabilitational issues that are linked to these practices.

M3 - Journal article

SN - 2040-5111

VL - 5

SP - 115

EP - 140

JO - Journal of Interactional Research in Communication Disorders

JF - Journal of Interactional Research in Communication Disorders

IS - 1

ER -

Language Practices in the Ci-Classroom

Abstract

Documents & Links

SDU Link

Fingerprint

Related research output

Hearing impairment and cochlear implants: A conversation analytic study of teachers' actions to the storytelling of children with cochlear implants

Cite this