Les eleves sourds: Style cognitif et education bilingue/biculturelle (Deaf Students: Cognitive Style and Bilingual/Bicultural Education).

Autor/inn/en	Hillion, Mariette; und weitere
Institution	International Center for Research on Language Planning, Quebec (Quebec).
Titel	Les eleves sourds: Style cognitif et education bilingue/biculturelle (Deaf Students: Cognitive Style and Bilingual/Bicultural Education).
Quelle	(1995), (284 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	2-89219-255-2
Schlagwörter	Bilingual Education; Case Studies; Cognitive Processes; Cognitive Style; Communication Problems; Deafness; Educational Research; Foreign Countries; French; Language Research; Learning Problems; Multicultural Education; Reading Skills; Reading Strategies; Secondary Education; Secondary School Students; Sign Language; Canada + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Case study; Fallstudie; Case Study; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Kommunikationsbarriere; Gehörlosigkeit; Taubstummheit; Bildungsforschung; Pädagogische Forschung; Ausland; Französisch; Sprachforschung; Lernproblem; Multikulturelle Erziehung; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Sekundarbereich; Sekundarschüler; Gebärdensprache; Kanada
Abstract	This study, reported entirely in French, investigated reasons for deaf secondary students' delay in acquisition of reading skills. The study examined relationships between the students' individual cognitive styles, use of Quebec Sign Language, reading in French, and reading strategies. Subjects were 24 students enrolled in one school, paired in a treatment group of 12 and a control group of 12. An analysis of pretests in the four areas of concern (cognitive style, sign language, reading skills, reading strategies) suggests that deaf students have a common cognitive style characterized by thought that is simultaneously non-verbal, global, intuitive, emotional, concrete, and analogical. Based on these findings, interventions were used in the treatment group to develop skills in each area. Results are presented for the two groups, and three case studies are elaborated; the latter are found to provide additional insight into the learning difficulties of deaf students, particularly difficulty in focusing on meaning when communicating and under-developed spontaneous language and cognitive skills. Testing materials, and student evaluation data are appended. Contains an extensive bibliography. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC