Bimodalni bilingvizam gluve i nagluve dece predškolskog uzrasta
Bimodal bilingualism in deaf and hard of hearing children of preschool age
2019
Authors
Kovačević, TamaraĐoković, Sanja
Contributors
Vuković MileŽunić Pavlović Vesna
Grbović Aleksandra
Radovanović Vesna
Conference object (Published version)
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Show full item recordAbstract
Bimodalni 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.
Bimodal 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
spo...ken) 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.
Keywords:
bimodalni bilingvizam / gluva i nagluva deca / predškolski uzrast / bimodal bilingualism / deaf and hard of hearing / children / preschool ageSource:
Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019, 2019, 409-416Publisher:
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Funding / projects:
- Effects of cochlear implantation on education of deaf and hearing impared individuals (RS-MESTD-Basic Research (BR or ON)-179055)
Collections
Institution/Community
rFASPERTY - CONF AU - Kovačević, Tamara AU - Đoković, Sanja PY - 2019 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/3178 AB - Bimodalni 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. AB - Bimodal 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. PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation C3 - Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019 T1 - Bimodalni bilingvizam gluve i nagluve dece predškolskog uzrasta T1 - Bimodal bilingualism in deaf and hard of hearing children of preschool age EP - 416 SP - 409 UR - https://hdl.handle.net/21.15107/rcub_rfasper_3178 ER -
@conference{ author = "Kovačević, Tamara and Đoković, Sanja", year = "2019", abstract = "Bimodalni 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., Bimodal 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.", publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation", journal = "Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019", title = "Bimodalni bilingvizam gluve i nagluve dece predškolskog uzrasta, Bimodal bilingualism in deaf and hard of hearing children of preschool age", pages = "416-409", url = "https://hdl.handle.net/21.15107/rcub_rfasper_3178" }
Kovačević, T.,& Đoković, S.. (2019). Bimodalni bilingvizam gluve i nagluve dece predškolskog uzrasta. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019 Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 409-416. https://hdl.handle.net/21.15107/rcub_rfasper_3178
Kovačević T, Đoković S. Bimodalni bilingvizam gluve i nagluve dece predškolskog uzrasta. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019. 2019;:409-416. https://hdl.handle.net/21.15107/rcub_rfasper_3178 .
Kovačević, Tamara, Đoković, Sanja, "Bimodalni bilingvizam gluve i nagluve dece predškolskog uzrasta" in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019 (2019):409-416, https://hdl.handle.net/21.15107/rcub_rfasper_3178 .