I would be so happy to have any more information about interviewing as
technique under different conditions.
Olga Martchenko,
the Institute of psychology,
Russian Academy of Sciences,
Moscow
olyam who-is-at rtsnet.ru
>While not exactly addressing the question of mediation per se, and at the
>risk of sounding like I'm tooting my own horn (which I am, a bit, I'll
>admit), there are other references that do address deaf children's
>learning from a Vygotskian perspective. By and large, they deal with face
>to face language and literacy.
>
>Akamatsu, C.T., and Musselman, C. (1998). Development and use of a
>communication proficiency interview with deaf adolescents. In M. Marschark
>and M.D. Clark (Eds.), Psychological perspectives on deafness, volume 2
>(pp. 265-301). Hillsdale, NJ: Lawrence Erlbaum Associates.
>
>Mayer, C., & Wells, G. (1996). Can the linguistic interdependence theory
>support a bilingual-bicultural model of literacy education for deaf
>students? Journal of Deaf Studies and Deaf Education, 1, 93-107.
>
>Akamatsu, C.T. & Andrews, J.M. (1993). It takes two to be literate:
>Literacy interactions between parent and child. Sign Language Studies, 81,
>333-360.
>
>Akamatsu, C.T., & Stewart, D. (1992). Socially constructing language use
>for cognitive empowerment in deaf children. Curriculum and Teaching:
>International Review of Curriculum and Instruction, 7 (2), 1-12.
>
>Bonkowski, N., Gavelek, J., & Akamatsu, C.T. (1991). Education and the
>social construction of mind: Vygotskian perspectives on the cognitive
>development of deaf children (pp 185-194). In: D. Martin (Ed.). Advances
>in cognition, education, and deafness. Washington, DC: Gallaudet
>University Press.
>
>
>
>Other publications to be on the look out for:
>
>Akamatsu, C.T. (in press). Thinking with and without language: What is
>necessary and sufficient for school-based learning? In: A. Weisel (Ed.),
>Issues unresolved: New perspectives on language and Deaf Education.
>Washington, DC: Gallaudet University Press.
>
>Akamatsu, C.T., and Musselman, C., with Zwiebel, A. (in press). Nature
>vs. nurture in the development of cognition in deaf people. In: Spencer,
>P.E., Erting, C.J., & Marschark, M. (Eds.), The deaf child in the family
>and at school. Hillsdale, NJ: Lawrence Erlbaum Associates.
>
>Mayer, C. & Akamatsu, C.T. (in press). Bilingual-Bicultural Models of
>Literacy Education for Deaf Students: Considering the Claims. Australian
>Journal of the Education of the Deaf, 4. To be reprinted in Journal of
>Deaf Studies and Deaf Education.
>
>Connie Mayer may have others in press, as well. Janet Jamieson from
>University of British Columbia also does work in this vein, but I don't
>have citations handy. She is in the Dept of Educational Psychology there,
>and I'm sure she's contactable by e-mail (don't have that, either, I'm
>afraid).
>
>Hope this helps.
>
>Tane Akamatsu
>
>NIELSEN DHONT ANITA wrote:
>
>> Estimados companeros del grupo de discusion xmca,
>> Es del interes de unas personas que trabajan con ninos sordos aqui en
>> Guadalajara el documentarse mas con respecto al enfoque sociocultural
>> y sus aplicaciones e implicaciones en el trabajo con ninos sordos.
>> Les interesa especialmente el papel del mediador,como debe ser, que
>> le puede ayudar en su labor, etc.
>> Cualquier referencia bibliografica y de investigacion.es muy bienvenida
>> En ingles o en espanol.
>> Gracias
>>
>> We are interested in biliography and research references with regard
>> to the sociocultural approach and work with deaf children.
>> Of particular interest is the mediation aspect and how an
>> instructor can become more effective and helful in the learning
>> process of the deaf.
>> Any references will be very welcome.
>> Thank you,
>> Anita Nielsen
>> Elias Camacho
>> Carmen Garcia
>
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