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Bimodal bilingualism in deaf and hard of hearing children of preschool age

dc.contributorVuković Mile
dc.contributorŽunić Pavlović Vesna
dc.contributorGrbović Aleksandra
dc.contributorRadovanović Vesna
dc.creatorKovačević, Tamara
dc.creatorĐoković, Sanja
dc.date.accessioned2021-06-17T14:02:08Z
dc.date.available2021-06-17T14:02:08Z
dc.date.issued2019
dc.identifier.isbn978-86-6203-129-7
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/3178
dc.description.abstractBimodalni bilingvizam gluve i nagluve dece podrazumeva poznavanje i redovnu upotrebu znakovnog jezika, koji koristi zajednica gluvih i govornog jezika koji koristi čujuća većina. Bilingvizam čujućih se razlikuje od bilingvizma gluvih. Bilingvalna čujuća deca, uče dva jezika kao i gluvi. Razlika je u tome što drugi jezik uče auditivnim putem, u istom modalitetu kao i prvi jezik. Gluva deca uče dva jezika, u dva modaliteta, što je znatno složenije. Znakovni i govorni jezici uključuju različite perceptivne i produktivne sisteme. Dok, govorni jezici uključuju mehanizme auditivne obrade i govorne produkcije, znakovni jezici se percipiraju vizuelno i njihova artikulacija uključuje sistematsko korišćenje delova tela i prostora. Primerena i efikasna rana komunikacija bez obzira u okviru kog jezičkog modaliteta se odvija (znakovni ili govorni), zajedno sa prihvatanjem deteta i njegovog oštećenja je osnova uspešnog kognitivnog razvoja i razvoja ličnosti deteta, što predstavlja osnovu komunikacije i izgradnje jezičkih veština. Na predškolskom uzrastu, zadatak vrtića je omogućiti deci da nastave da usvajaju jezik koji su počela da usvajaju u porodici (znakovni ili govorni). Deca će najbolje usvojiti oba jezička modaliteta kroz interakcije sa drugim fluentnim govornicima (odraslima i decom). Gluva deca gluvih roditelja su u svakodnevnim situacijama okružena svojim prvim (primarnim) jezikom u porodici, za razliku od gluve dece, čujućih roditelja. Kod gluve dece, čujućih roditelja, vaspitno-obrazovna ustanova je odgovorna za afirmaciju znakovnog jezika, kulture i identiteta gluvih i važna je za povezivanje porodice sa zajednicom gluvih.
dc.description.abstractBimodal bilingualism of deaf and hard of hearing children implies the knowledge and regular use of sign language, which is used by the community of the deaf, and the spoken language, which is used by the majority who can hear. Bilingualism of the hearing is different from the bilingualism of the deaf. Bilingual hearing children, as well as deaf children, learn two languages. The difference is that hearing children learn a second language through auditory means, in the same modality as a first language. Deaf children learn two languages in two modalities, which is considerably more complex. Sign and spoken languages include various perceptual and productive systems. While spoken languages include mechanisms of auditory processing and speech production, sign languages are perceived visually, and their articulation involves the systematic use of parts of the body and space. Appropriate and effective early communication, regardless of within which linguistic modality (sign or spoken) it takes place, together with the acceptance of the child and its impairment is the basis of successful cognitive development and the development of the child’s personality, which is the basis of communication and of building language skills. At preschool age, the task of a kindergarten is to enable children to continue to learn the language which they started learning in the family (sign or spoken language). Children will learn both linguistic modalities best through the interaction with other fluent speakers (adults and children). The deaf children of deaf parents are, in everyday situations, surrounded with their first (primary) language in the family, unlike the deaf children of hearing parents. In the deaf children of hearing parents, the educational institution is responsible for the affirmation of sign language, the culture and identity of the deaf, and it is important for connecting the family with the deaf community.
dc.languagesr
dc.publisherUniverzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179055/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceZbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019
dc.subjectbimodalni bilingvizam
dc.subjectgluva i nagluva deca
dc.subjectpredškolski uzrast
dc.subjectbimodal bilingualism
dc.subjectdeaf and hard of hearing
dc.subjectchildren
dc.subjectpreschool age
dc.titleBimodalni bilingvizam gluve i nagluve dece predškolskog uzrastasr
dc.titleBimodal bilingualism in deaf and hard of hearing children of preschool age
dc.typeconferenceObject
dc.rights.licenseBY-SA
dc.citation.epage416
dc.citation.other: 409-416
dc.citation.spage409
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/7910/iojhfg.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rfasper_3178
dc.type.versionpublishedVersion


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