Abstract
In the literature on deafness, much attention is paid to the question of how language is acquired. It is clear that this is not simply a matter of having a good balanced didactic methodology. It is important to have a strong theoretical view on the way language acquisition develops and can be influenced. From such a view implications can be deduced about the style teachers should adopt in their communication and didactic settings with deaf students.
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© 1986 Springer Science+Business Media New York
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Loncke, F., Van Weerst, M. (1986). Dynamics of Interaction in Speaking Dialogs with Deaf Children in the Classroom. In: Lowenthal, F., Vandamme, F. (eds) Pragmatics and Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-1574-3_19
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DOI: https://doi.org/10.1007/978-1-4757-1574-3_19
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