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Interactions between teachers and deaf children: misunderstandings, repair and the use of gesture.
Deaf children whose main mode of communication is spoken language make frequent use of gesture in their communication. The adults (parents, teachers) around them often combine gesture with speech when communicating with the children. Such gestures facilitate spoken language development in younger children and can be useful when resolving misunderstandings during conversations, especially in interactions with teachers. This project aims to contribute to a growing body of analysis of an existing corpus of longitudinal video data for 21 deaf children in one:one interactions with their teachers, starting when the children are aged 3 and continuing to age 11. The dataset for this project can be found in the UCL CAVA repository.
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