Speech-supporting signs

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Speech-supporting signs (here in American English)

When spoken language Supporting gestures (abbreviated LUG) that are key words simultaneously with the utterance of the keyword behaves .

Signs that support spoken language form a sub-area of supported communication (UK). As far as LUG are widespread, the vocabulary of the sign language that is (mostly) widespread in the corresponding language area or national territory is used . In Germany , for example, the extensive vocabulary of German Sign Language (DGS) is mainly used for spoken language- supporting signs.

target group

Signs that support spoken language are used in communication with hearing people who do not have sufficient spoken language skills or whose ability to fully grasp the content of what is said is insufficient.

They are used

  • language substitute as spoken language "forerunner" and language initiator for words that a child understands but cannot yet express in spoken language (see also baby gestures )
  • language initiation for very shy children or children with a migration background
  • as language stimulation and language development for children with developmental retardation
  • As a communication aid and for language development for people with a mental or multiple disability, here if necessary also as a language substitute

Importance for the development of the child

With spoken language supporting gestures, the person concerned is easier to understand the spoken language. She is offered the option of communicating without using spoken language. A perfect execution of the signs is not the goal.

Since hearing and seeing - i.e. the impressions of two sensory organs - are processed at the same time in spoken language-supporting signs, learning is easier and more sustainable. Signing extends beyond understanding the possibilities to communicate. This leads to more successful communication situations. This has a positive effect on the motivation to learn and use signs and the corresponding spoken language key word. If the child communicates with signs that support spoken language, he speaks and moves his arms, hands and fingers. "Neurolinguistic research shows that memory is optimally activated when the body is moving."

The left hemisphere is primarily activated for listening and repeating. The right hemisphere is activated when speaking is accompanied by movement and sensory perception. It is advantageous if both hemispheres are active, because synapses are then formed between the two hemispheres . The more synapses that are formed between the two halves of the brain, the greater the child's vocabulary, language skills and knowledge.

Gesture trains fine motor skills. In 2006, Janet Mandler and Renate Zimmer examined the relationship between motor and language development. The result shows that the most significant correlations exist between fine motor skills and language development. Children who did worse on the language development test also did worse on tests of fine motor skills. If fine motor skills are encouraged, this has a positive effect on language development, and language exercises have a positive effect on coordination skills. Accordingly, spoken language-supporting signs have a double positive effect because they combine language and fine motor skills. A study by the Soviet psychologist Kolzowa also expressly shows a close connection between finger mobility and language development.

The frequently expressed fear that the acquisition of spoken language could be prevented with the use of signs has been refuted with studies and various practical reports.

Advantages of using spoken language signing

In addition to the importance mentioned above for the development of the child, spoken language-supporting signing has other advantages:

  • Shy children, children with developmental delays or children who have insufficient z. B. being able to speak German, the signing takes the pressure of having to speak. You can use signs to make yourself understood despite limited spoken language. With these positive experiences, the courage to express oneself more verbally grows.
  • Signs can always be used. You always have what you need with you.
  • As long as one orientates oneself to the German sign language, the vocabulary is almost unlimited.
  • Signs are initially easier to learn than spoken language, from around the 8th month of the child's life.
  • The execution of the sign can, if necessary, be supported by the reference person with hand guidance.
  • When using spoken language signs, shorter sentences are automatically formed and people speak more slowly. This makes it easier for the person with whom you are communicating using spoken language support to understand.
  • The mutual attention to the other person is increased.

disadvantage

  • Communication with people who are not familiar with the signs using only signs is only possible to a limited extent for a person who communicates using spoken language. Only the gestures that visualize an object or an action are generally understandable.
  • In Germany there are several sign collections, i. H. the meaning of some signs is different in the sign collections.

Martina Mayer: Lautsprachunterstützendes Gebärden offers a good overview of the various sign systems and sign collections. von Loeper Fachbuch, 2007, ISBN 978-3-86059-192-5 , pp. 33-39. and Kerstin Nonn: Supported communication in speech therapy. Thieme, 2011, ISBN 978-3-13-131181-8 , pp. 47-52.

Introduction of signs to support spoken language

The focus must be on games and fun. Both the child and the caregiver must enjoy signs. If the caregiver signs with fun and the child enthusiastically imitates the signs, the educational goal will also be achieved. In general, when it comes to learning, repetition promotes learning and what has been learned is better internalized. This means that if spoken language-supported signing is to be used, as many people as possible in the vicinity of the person concerned should also use spoken-language supportive signs. The repetitions support the acquisition of spoken language, the learning of the meaning of the words and the execution of the sign. This leads to successful communication situations, which is good for motivation.

Since there is always a great interest in communication when the relationship with the other person is important to the child, or when the topic of conversation is interesting, the interests of the child in question should be taken into account when choosing topics for conversation or sign picture books or song books.

Songs and rituals are ideal as an introduction . Sign posters that represent the already learned sign vocabulary or subject-specific signs in a striking way, a learning card index, memory, lotto and domino games are also helpful.

Sign song books

When singing, signs are learned playfully, effortlessly and with fun. The use of gestures in connection with music supports the sense of togetherness and increases self-confidence.

Sign picture books

While reading and looking at sign picture books, new key words and signs are learned through play. The book also offers an opportunity for discussion, in which the child concerned can express his observations and thoughts with the help of spoken language and gestures. These picture books should be based on the child's experiences, interests and level of development.

bibliography

On the topic of "spoken language supporting signs"
  • Birgit Appelbaum: Opportunity for communication and spoken language development. In: isaac's newspaper, Society for Supported Communication e. V. (Ed.): Supported communication. by Loeper Literaturverlag, Karlsruhe 2/2010.
  • Mechthild Biermann-Viering: Signs concern us all; Experience report on the use of signs in assisted communication at a school for the physically disabled. In: isaac's newspaper, Society for Supported Communication e. V. (Ed.): Supported communication. by Loeper Literaturverlag, Karlsruhe 4/2003.
  • Ursula Braun: Talking with your hands - On the use of signs in assisted communication. In: isaac's newspaper, Society for Supported Communication e. V. (Ed.): Supported communication. by Loeper Literaturverlag, Karlsruhe 4/2003
  • Monika Köhnen, Heike Roth: This way we can communicate better. Publishing house modern learning, 2010, ISBN 978-3-8080-0617-7 .
  • Martina Mayer: Signs that support spoken language. von Loeper Fachbuch, Karlsruhe 2007, ISBN 978-3-86059-192-5 .
  • Kerstin Nonn: Supported communication in speech therapy. Georg Thieme Verlag, 2011, ISBN 978-3-13-131181-8 .
On the topics of "language training", "fine motor skills", "brain development"

Web links

Individual evidence

  1. ↑ a b Ursula Braun: Talking with your hands - On the use of signs in assisted communication, in isaac's newspaper, Society for Supported Communication e. V. (Ed.): Supported communication. by Loeper Literaturverlag, Karlsruhe 4/2003, p. 5.
  2. ↑ Martina Mayer: Lautsprachunterstützendes Gebärden, in von Loeper Fachbuch, 2007, ISBN 978-3-86059-192-5 , p. 27.
  3. ↑ Martina Mayer: Lautsprachunterstützendes Gebärden. von Loeper Fachbuch, 2007, ISBN 978-3-86059-192-5 , p. 30.
  4. ↑ Monika Köhnen, Heike Roth: This way we can communicate better. Modern learning publishing house, 2010, ISBN 978-3-8080-0617-7 , p. 15.
  5. ↑ Gisela Walter: Language - the key to the world. Herder, 2009, ISBN 978-3-451-27689-7 , p. 106.
  6. ↑ Gisela Walter: Language - the key to the world. Herder, 2009, ISBN 978-3-451-27689-7 , p. 107.
  7. ↑ Birgit Appelbaum: Opportunity for communication and spoken language development. In: isaac's newspaper, Society for Supported Communication e. V. (Ed.): Supported communication. by Loeper Literaturverlag, Karlsruhe 2/2010, p. 37.
  8. ^ Renate Zimmer: Handbook Language Promotion Through Movement. Herder, 2009, ISBN 978-3-451-32160-3 , p. 93.
  9. ↑ Marianne Wiedenmann, Inge Holler-Zittlau (ed.): Handbook Language Promotion. Beltz, 2007, ISBN 978-3-407-83157-6 , pp. 197 + 199
  10. ↑ Birgit Appelbaum: Opportunity for communication and spoken language development. In: isaac's newspaper, Society for Supported Communication e. V. (Ed.): Supported communication. by Loeper Literaturverlag, Karlsruhe 2/2010, p. 35.
  11. ↑ Birgit Appelbaum: Opportunity for communication and spoken language development. In: isaac's newspaper, Society for Supported Communication e. V. (Ed.): Supported communication. by Loeper Literaturverlag, Karlsruhe 2/2010, pp. 35–37. and Martina Mayer: Speech-Supporting Signs. von Loeper Fachbuch, 2007, ISBN 978-3-86059-192-5 , pp. 25 + 28.
  12. ↑ Uta Hellrung: language development and language development. Verlag Herder, 2006, ISBN 3-451-28931-8 , p. 83.
  13. ↑ Mechthild Biermann-Viering: Signs concern us all; Experience report on the use of signs in assisted communication at a school for the physically disabled. In: isaac's newspaper, Society for Supported Communication e. V. (Ed.): Supported communication. by Loeper Literaturverlag, Karlsruhe 4/2003, pp. 9/10.
  14. ↑ Kerstin Nonn: Supported communication in speech therapy. Georg Thieme Verlag, 2011, ISBN 978-3-13-131181-8 , p. 62.
  15. ↑ Kerstin Nonn: Supported communication in speech therapy. Georg Thieme Verlag, 2011, ISBN 978-3-13-131181-8 , p. 63.