Abstract:In this study, we investigate the impact of American Sign Language (ASL) playbuilding on the language practices of culturally and linguistically diverse deaf high school students. Students' learning of ASL takes place in an inclusive secondary school environment in a small midwestern Canadian city. This study explores ways in which participants develop linguistic repertoires through the production of a play involving eight deaf youth actors supported by a production team consisting of a nondeaf director, a nondeaf teacher, a deaf teacher, and a deaf elder volunteer. Analysis of participant interactions during the processes of language teaching and learning and meaningmaking in the context of daily school surroundings and activities supports the assertion that intelligibility of perceptions situated in deaf and nondeaf ontologies is a methodological problem.

中文翻译：

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可理解性作为 Apple Time 排练空间中的方法论问题，签名剧

摘要：在这项研究中，我们调查了美国手语 (ASL) 游戏建设对文化和语言多样化的聋哑高中学生语言实践的影响。学生在加拿大中西部一个小城市的包容性中学环境中学习 ASL。本研究探讨了参与者通过制作一部由八名聋哑青年演员参与的戏剧，由非聋人导演、非聋人教师、聋人教师和聋人老年志愿者组成的制作团队支持，从而开发语言曲目。