Work

Teachers’ use of semiotic resources in the multimodal-multilingual language instruction

Year: 2025

Type: article

Abstract: Teaching newly immigrated deaf and hard-of-hearing multimodal-multilingual learners requires the flexible and adapted use of diverse semiotic resources. This study adopts a linguistic ethnography approach to examine how three teachers use various semiotic resources in classrooms where German and German Sign Language (DGS) are taught simultaneously. The study analyzes (a) which semiotic resources are employed and (b) how teachers jointly use them to support students' languages learning. The findings reveal that teachers commonly draw on DGS, written (and spoken) German, and further semiotic resources: fingerspelling (manual alphabet of DGS), mouthing (German), and signing systems. Moreover, they may also incorporate student-initiated semiotic resources, i.e., students' heritage sign language and the manual alphabet of heritage sign language, to connect these to targeted languages. Furthermore, teachers calibrate additional semiotic resources, such as digital media, into their teaching to foster understanding. Overall, the study highlights teachers' strategies for supporting language development and facilitating understanding in a multimodal-multilingual learning environment.

Source: The Journal of Deaf Studies and Deaf Education

DOI: 10.1093/jdsade/enaf076

Author: Maike Beyer

Institution: Stockholm University

Language: English

Topic: Hearing Impairment and Communication

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,363