Abstract:

This study examined the extended discourse used by two Deaf parents with their two Deaf children (ages two and four). The study was conducted using an in-depth examination of parental expressive use of American Sign Language, looking at the use of discourse and the features and contexts that offered the most opportunity for rich language interactions. Over forty participant exemplars and frequency counts highlight the ways academic language and extended discourse were utilized with their children. The data reveal key insights into parental language features and home contexts that may facilitate academic language in the early years. The participants' approaches to academic language modeling and facilitative language use provide an opportunity for future recommendations and directions for both research and early intervention practices.

摘要：

这项研究检查了两位聋哑父母与他们的两个聋哑孩子（两岁和四岁）使用的扩展话语。该研究是通过对美国手语的父母表达使用的深入检查进行的，研究了话语的使用以及为丰富的语言交互提供了最多机会的特征和上下文。超过 40 个参与者的范例和频率计数突出了他们的孩子使用学术语言和扩展话语的方式。这些数据揭示了对父母语言特征和家庭环境的关键见解，这可能有助于早年的学术语言。参与者对学术语言建模和促进性语言使用的方法为研究和早期干预实践的未来建议和方向提供了机会。