dgskorpus_koe_20: Free Conversation

Topics Period of Life: Schooldays; Personal Hygiene, Health, Illness: Status of Hearing; School and Education; School and Education: School for Hard of Hearing; School and Education: School for the Deaf; School and Education: Schooldays; School and Education: Sign Language in Education

	Translation	Lexeme/Sign	Mouth	Translation	Lexeme/Sign	Mouth
00:00:00:00 00:00:01:38
00:00:01:38 00:00:01:47	Where does your eldest son go to school?
00:00:01:47 00:00:02:05		YOU1
00:00:02:05 00:00:02:12
00:00:02:12 00:00:02:18		$NUM-ORDINAL1:1d	erst
00:00:02:18 00:00:02:29
00:00:02:29 00:00:02:32		SON1	sohn
00:00:02:32 00:00:02:43
00:00:02:43 00:00:02:48		YOU1
00:00:02:48 00:00:03:11
00:00:03:11 00:00:03:23		SCHOOL1A	schule
00:00:03:23 00:00:03:29
00:00:03:29 00:00:03:37		TO-JOIN1B	wo
00:00:03:37 00:00:03:42
00:00:03:42 00:00:03:47		WHERE1A*
00:00:03:47 00:00:04:06
00:00:04:06 00:00:04:16		$$EXTRA-LING-ACT^
00:00:04:16 00:00:04:23		$$EXTRA-LING-ACT^		He goes to school in Essen.
00:00:04:23 00:00:04:32
00:00:04:32 00:00:04:35					$INDEX1
00:00:04:35 00:00:04:44
00:00:04:44 00:00:04:49					ESSEN-CITY1	essen
00:00:04:49 00:00:05:12
00:00:05:12 00:00:05:18					SCHOOL1D	schule
00:00:05:18 00:00:05:24
00:00:05:24 00:00:05:27					$INDEX1
00:00:05:27 00:00:05:41
00:00:05:41 00:00:06:08
00:00:06:08 00:00:07:01	The school for the deaf used to be at a different place. Now, the school for the hard of hearing and the school for the deaf share a location.
00:00:07:01 00:00:07:12		$INDEX1
00:00:07:12 00:00:07:22
00:00:07:22 00:00:07:27		PAST-OR-BACK-THEN1*	früh
00:00:07:27 00:00:07:35
00:00:07:35 00:00:07:37		DEAF-LOST-HEARING1A*	gehörlos{en}schule
00:00:07:37 00:00:07:49
00:00:07:49 00:00:08:01		$PROD*
00:00:08:01 00:00:08:08
00:00:08:08 00:00:08:11		NOT-ANYMORE1A*	nicht mehr
00:00:08:11 00:00:08:15
00:00:08:15 00:00:08:40		$PROD*
00:00:08:40 00:00:09:00
00:00:09:00 00:00:09:04		HARD-OF-HEARING1*	schwerhörigenschule
00:00:09:04 00:00:09:08
00:00:09:08 00:00:09:10		SCHOOL1C*
00:00:09:10 00:00:09:20
00:00:09:20 00:00:09:36		$INDEX1
00:00:09:36 00:00:09:44
00:00:09:44 00:00:10:02	The school is located on Tonstraße [street name], isn‘t it?
00:00:10:02 00:00:10:05		SOUND1	ton
00:00:10:05 00:00:10:10
00:00:10:10 00:00:10:17		STREET1*	straße
00:00:10:17 00:00:10:26
00:00:10:26 00:00:10:29				Yes.
00:00:10:29 00:00:10:37		$INDEX1\|\|$PROD
00:00:10:37 00:00:10:44					$GEST-NM-NOD-HEAD1^
00:00:10:44 00:00:10:49		RIGHT-OR-AGREED1A\|\|$PROD	stimmt
00:00:10:49 00:00:11:09
00:00:11:09 00:00:11:16		$INDEX1
00:00:11:16 00:00:12:31
00:00:12:31 00:00:13:04	Deaf and hard of hearing students attend the same school, but classes are held separate, isn‘t that right?
00:00:13:04 00:00:13:17		DEAF-LOST-HEARING1A
00:00:13:17 00:00:13:26
00:00:13:26 00:00:13:32		HARD-OF-HEARING1	schwerhörig
00:00:13:32 00:00:13:41
00:00:13:41 00:00:14:15		INTEGRATION1^	[MG]
00:00:14:15 00:00:14:19
00:00:14:19 00:00:14:25		$ORAL^	aber
00:00:14:25 00:00:14:28
00:00:14:28 00:00:14:31		TO-TEACH1	unterricht
00:00:14:31 00:00:14:48
00:00:14:48 00:00:15:22		TO-SEPARATE1B*
00:00:15:22 00:00:15:37
00:00:15:37 00:00:16:00
00:00:16:00 00:00:16:06		WHAT-DOES-IT-LOOK-LIKE1	{wie sieht} aus
00:00:16:06 00:00:16:07		WHAT-DOES-IT-LOOK-LIKE1	{wie sieht} aus	No.
00:00:16:07 00:00:16:34					$GEST-NM-SHAKE-HEAD1^	[MG]
00:00:16:34 00:00:16:46					$GEST-NM-SHAKE-HEAD1^	[MG]
00:00:16:46 00:00:17:00				I had a couple of requests concerning that.
00:00:17:00 00:00:17:07					$GEST-OFF^
00:00:17:07 00:00:17:20
00:00:17:20 00:00:17:29					I1
00:00:17:29 00:00:17:43
00:00:17:43 00:00:18:13					TO-CLAIM1
00:00:18:13 00:00:18:23
00:00:18:23 00:00:18:31					WHAT1B*	was
00:00:18:31 00:00:18:49
00:00:18:49 00:00:19:05					$$EXTRA-LING-ACT^
00:00:19:05 00:00:19:07
00:00:19:07 00:00:19:13
00:00:19:13 00:00:19:20				Before my kids started school, I told the school what I was expecting from them.
00:00:19:20 00:00:19:34					$GEST-OFF^
00:00:19:34 00:00:19:49
00:00:19:49 00:00:20:09					\|\|TO-SEND-SB-TO-SCHOOL1	einschul
00:00:20:09 00:00:20:22
00:00:20:22 00:00:20:46					BEFORE1D	zuvor
00:00:20:46 00:00:21:13
00:00:21:13 00:00:21:16					I1
00:00:21:16 00:00:21:22
00:00:21:22 00:00:21:33					TO-CLAIM1	[MG]
00:00:21:33 00:00:21:48
00:00:21:48 00:00:22:11					TO-LET-KNOW1A
00:00:22:11 00:00:23:00
00:00:23:00 00:00:23:10	Was it three years ago?
00:00:23:10 00:00:23:14		ALREADY1A	schon
00:00:23:14 00:00:23:26				I/	I1*
00:00:23:26 00:00:24:08		$NUM-YEAR-BEFORE-NOW1:3d*	drei jahr drei jahr	I/	I1*
00:00:24:08 00:00:24:11		$NUM-YEAR-BEFORE-NOW1:3d*	drei jahr drei jahr
00:00:24:11 00:00:25:11
00:00:25:11 00:00:25:27	I mean that your son started school?
00:00:25:27 00:00:26:04		TO-SEND-SB-TO-SCHOOL1
00:00:26:04 00:00:26:20
00:00:26:20 00:00:26:29		SCHOOL1A	schule
00:00:26:29 00:00:26:31
00:00:26:31 00:00:27:08		TO-SEND-SB-TO-SCHOOL1*
00:00:27:08 00:00:27:41
00:00:27:41 00:00:27:49				Yes, it‘s been three years since then. That‘s right.
00:00:27:49 00:00:28:01					$NUM-ONE-TO-TEN1A:3d	drei
00:00:28:01 00:00:28:04
00:00:28:04 00:00:28:06	Three years ago?	$NUM-YEAR-BEFORE-NOW1:3d	drei jahr
00:00:28:06 00:00:28:09					$NUM-ONE-TO-TEN1A:1d	ein
00:00:28:09 00:00:28:12
00:00:28:12 00:00:28:15					HALF3	halb
00:00:28:15 00:00:28:21					YEAR2A	jahr
00:00:28:21 00:00:28:25	So, you made demands.
00:00:28:25 00:00:28:27		YOU1*
00:00:28:27 00:00:28:31
00:00:28:31 00:00:28:36		BEFOREHAND2*	vorher
00:00:28:36 00:00:28:39		BEFOREHAND2*	vorher		RIGHT-OR-AGREED1A
00:00:28:39 00:00:28:44					RIGHT-OR-AGREED1A
00:00:28:44 00:00:29:01
00:00:29:01 00:00:29:06		TO-CLAIM1	[MG]
00:00:29:06 00:00:29:15		TO-CLAIM1	[MG]	I told the school management in advance what I my expectations were.
00:00:29:15 00:00:29:31
00:00:29:31 00:00:29:33
00:00:29:33 00:00:29:43					BEFORE1A*	davor
00:00:29:43 00:00:30:06
00:00:30:06 00:00:30:18					TO-CLAIM1
00:00:30:18 00:00:30:29
00:00:30:29 00:00:30:36					TO-LET-KNOW1A
00:00:30:36 00:00:30:44
00:00:30:44 00:00:31:05				I didn‘t want them to group the children based on their audiograms.
00:00:31:05 00:00:31:27					I1	ich
00:00:31:27 00:00:31:38
00:00:31:38 00:00:31:42					TO-WISH1B	wünsch
00:00:31:42 00:00:32:04
00:00:32:04 00:00:32:13					NOT3A	nicht
00:00:32:13 00:00:32:43
00:00:32:43 00:00:33:02					$INDEX1
00:00:33:02 00:00:34:15
00:00:34:15 00:00:34:21					DEPENDENT3
00:00:34:21 00:00:34:23
00:00:34:23 00:00:34:29					WHAT1A	was
00:00:34:29 00:00:34:44
00:00:34:44 00:00:35:49					AUDIOGRAM1
00:00:35:49 00:00:36:05
00:00:36:05 00:00:36:09					GROUP1A*
00:00:36:09 00:00:36:19
00:00:36:19 00:00:36:26					DIFFERENT1*
00:00:36:26 00:00:36:35
00:00:36:35 00:00:36:43					CLASS5*	klasse
00:00:36:43 00:00:37:10
00:00:37:10 00:00:37:20					$PROD*
00:00:37:20 00:00:37:32
00:00:37:32 00:00:37:45					$PROD*
00:00:37:45 00:00:37:49
00:00:37:49 00:00:38:07				I didn‘t agree with it.
00:00:38:07 00:00:38:16					I1
00:00:38:16 00:00:38:29
00:00:38:29 00:00:38:44					AGREED1	einverstanden
00:00:38:44 00:00:39:05
00:00:39:05 00:00:39:19					I1
00:00:39:19 00:00:39:31				All children with sign language competence should be in one class.
00:00:39:31 00:00:40:03					SIGN-LANGUAGE1B	gebärdensprach
00:00:40:03 00:00:40:12
00:00:40:12 00:00:40:24					COMPETENCE1	komp{etenz}
00:00:40:24 00:00:40:37
00:00:40:37 00:00:40:48					PERSON1*
00:00:40:48 00:00:41:11
00:00:41:11 00:00:41:36					TOGETHER1A*
00:00:41:36 00:00:42:08
00:00:42:08 00:00:42:13
00:00:42:13 00:00:42:22				Even if there‘s only a handful of them, that shouldn‘t really matter.
00:00:42:22 00:00:42:33					OR4B	oder
00:00:42:33 00:00:43:03
00:00:43:03 00:00:43:19					$GEST-OFF^
00:00:43:19 00:00:43:32
00:00:43:32 00:00:44:01					LITTLE-BIT4*	wenig
00:00:44:01 00:00:44:09
00:00:44:09 00:00:44:22					WHATEVER3	egal
00:00:44:22 00:00:44:31				If the child needs sign language, okay.
00:00:44:31 00:00:44:36					$INDEX1
00:00:44:36 00:00:45:00
00:00:45:00 00:00:45:08					TO-NEED1*	brauch
00:00:45:08 00:00:45:15
00:00:45:15 00:00:45:36					SIGN-LANGUAGE1B	gebärdensprach
00:00:45:36 00:00:45:44
00:00:45:44 00:00:45:47					$ALPHA1:O-K	okay
00:00:45:47 00:00:46:05
00:00:46:05 00:00:46:12				In this group there are children with various hearing abilities, but they all use sign language as their mother language.
00:00:46:12 00:00:46:34					\|\|TO-PUT1
00:00:46:34 00:00:47:02
00:00:47:02 00:00:47:08					$INDEX1
00:00:47:08 00:00:47:21
00:00:47:21 00:00:47:26					TO-HEAR2*
00:00:47:26 00:00:47:35
00:00:47:35 00:00:48:08					TO-PERCEIVE-EAR1^*	[MG]
00:00:48:08 00:00:48:32
00:00:48:32 00:00:48:43					BUT1*	aber
00:00:48:43 00:00:49:15
00:00:49:15 00:00:49:25					$INDEX1
00:00:49:25 00:00:49:34
00:00:49:34 00:00:50:05					TO-SIGN1B
00:00:50:05 00:00:50:26
00:00:50:26 00:00:50:33					MOTHER1*	muttersprache
00:00:50:33 00:00:50:41
00:00:50:41 00:00:50:46					LANGUAGE4B
00:00:50:46 00:00:51:11
00:00:51:11 00:00:51:23					DGS1	d-g-s
00:00:51:23 00:00:51:30
00:00:51:30 00:00:51:37					HIS-HER1
00:00:51:37 00:00:51:47
00:00:51:47 00:00:52:06				I wanted them to be in one class.
00:00:52:06 00:00:52:12					I1*
00:00:52:12 00:00:52:26
00:00:52:26 00:00:52:36					GROUP1B	klasse
00:00:52:36 00:00:52:44
00:00:52:44 00:00:53:10					CLASS2
00:00:53:10 00:00:53:14
00:00:53:14 00:00:53:35					$GEST-OFF^
00:00:53:35 00:00:54:04
00:00:54:04 00:00:54:07
00:00:54:07 00:00:54:16				They incorporated my demand in their planning, and it was a full success.
00:00:54:16 00:00:54:35					TO-PLAN-AND-GO-THROUGH-WITH-STH1	[MG]
00:00:54:35 00:00:54:41
00:00:54:41 00:00:55:17					SOMETIME1*	[MG]
00:00:55:17 00:00:55:35
00:00:55:35 00:00:55:46					\|\|SHORT-TERM2	[MG]
00:00:55:46 00:00:56:07
00:00:56:07 00:00:56:24					$GEST-NM^
00:00:56:24 00:00:56:34
00:00:56:34 00:00:56:46					SUCCESS1	[MG]
00:00:56:46 00:00:57:04
00:00:57:04 00:00:57:08	It depends on the parents; there are parents with very different opinions.	$ORAL^	aber
00:00:57:08 00:00:57:26		$ORAL^	aber
00:00:57:26 00:00:57:41
00:00:57:41 00:00:57:48		DEPENDENT3	abhängig
00:00:57:48 00:00:58:09
00:00:58:09 00:00:58:16		PARENTS1B	eltern
00:00:58:16 00:00:58:33
00:00:58:33 00:00:58:37		OPINION1B*	verschieden meinung
00:00:58:37 00:00:58:38
00:00:58:38 00:00:58:48		DISTINCT1*
00:00:58:48 00:00:59:07
00:00:59:07 00:00:59:25		$INDEX1
00:00:59:25 00:00:59:34	Maybe some children are able to use sign language, but the hearing parents want classes based on the results of the audiometry.
00:00:59:34 00:00:59:41		CHILD2*	kinder
00:00:59:41 00:01:00:04				No, their/
00:01:00:04 00:01:00:06					I1	[MG]
00:01:00:06 00:01:00:14
00:01:00:14 00:01:00:19		TO-SIGN1A^	aber
00:01:00:19 00:01:00:24					HIS-HER1	[MG]
00:01:00:24 00:01:00:28
00:01:00:28 00:01:00:34				Others/
00:01:00:34 00:01:00:39		BUT1*
00:01:00:39 00:01:00:44
00:01:00:44 00:01:01:00		THERE-IS3*	gibt		DIFFERENT1*	a{nders}
00:01:01:00 00:01:01:03					DIFFERENT1*	a{nders}
00:01:01:03 00:01:01:08
00:01:01:08 00:01:01:14				Hang on/
00:01:01:14 00:01:01:28					$GEST-ATTENTION1^
00:01:01:28 00:01:01:37		HEARING1A*	hö{rend}
00:01:01:37 00:01:01:41		HEARING1A*	hö{rend}	There were four of us.
00:01:01:41 00:01:01:43
00:01:01:43 00:01:01:45					I1
00:01:01:45 00:01:02:00
00:01:02:00 00:01:02:04		PARENTS1B	eltern
00:01:02:04 00:01:02:17		PARENTS1B	eltern		$NUM-NUMBER-OF-PEOPLE1:4	[MG]
00:01:02:17 00:01:02:29
00:01:02:29 00:01:02:32		TO-WISH1A*	wünsch
00:01:02:32 00:01:02:41
00:01:02:41 00:01:03:02		TO-JOIN1B*
00:01:03:02 00:01:03:04
00:01:03:04 00:01:03:09				It‘s their decision.
00:01:03:09 00:01:03:17
00:01:03:17 00:01:03:24					TO-BELONG1^*	[MG]
00:01:03:24 00:01:03:31		AUDIOGRAM1			TO-BELONG1^*	[MG]
00:01:03:31 00:01:03:35
00:01:03:35 00:01:03:44				There were four of us, parents, who were demanding it.
00:01:03:44 00:01:04:07					$NUM-NUMBER-OF-PEOPLE1:4	vier
00:01:04:07 00:01:04:19
00:01:04:19 00:01:04:21	I see, four is great.
00:01:04:21 00:01:04:29
00:01:04:29 00:01:04:36					PARENTS1A*	eltern
00:01:04:36 00:01:04:42		SUDDENLY4*	[MG]
00:01:04:42 00:01:04:43					I1
00:01:04:43 00:01:05:03
00:01:05:03 00:01:05:06		$NUM-ONE-TO-TEN1A:4	vier		TO-CLAIM1	[MG]
00:01:05:06 00:01:05:14					TO-CLAIM1	[MG]
00:01:05:14 00:01:05:18
00:01:05:18 00:01:05:22				There were four of us.
00:01:05:22 00:01:05:24					I1
00:01:05:24 00:01:05:31
00:01:05:31 00:01:05:41					$NUM-NUMBER-OF-PEOPLE1:4*	[MG]
00:01:05:41 00:01:06:08	Four is enough.
00:01:06:08 00:01:06:16		\|\|$NUM-ONE-TO-TEN1A:4
00:01:06:16 00:01:06:23
00:01:06:23 00:01:06:30		ENOUGH2*	genug
00:01:06:30 00:01:06:34
00:01:06:34 00:01:06:36
00:01:06:36 00:01:07:02					$NUM-ONE-TO-TEN1A:4\|\|$GEST-OFF^
00:01:07:02 00:01:07:08
00:01:07:08 00:01:07:12				We told the school management what we wanted from them.
00:01:07:12 00:01:07:14					I1
00:01:07:14 00:01:07:19
00:01:07:19 00:01:07:30					TO-LET-KNOW1A
00:01:07:30 00:01:07:42
00:01:07:42 00:01:08:01					TO-CLAIM1	[MG]
00:01:08:01 00:01:08:03
00:01:08:03 00:01:08:06				They noted it all down, and we succeeded.
00:01:08:06 00:01:08:09					$INDEX1*
00:01:08:09 00:01:08:19
00:01:08:19 00:01:08:31					HIS-HER1
00:01:08:31 00:01:09:01
00:01:09:01 00:01:09:25					TO-EMPLOY1^	ein{tragen}
00:01:09:25 00:01:10:00
00:01:10:00 00:01:10:10					SUCCESS1	[MG]
00:01:10:10 00:01:10:24
00:01:10:24 00:01:11:04					$GEST-OFF^
00:01:11:04 00:01:11:14
00:01:11:14 00:01:11:26				There were three groups.
00:01:11:26 00:01:11:36					\|\|$NUM-ONE-TO-TEN1A:3d*	drei
00:01:11:36 00:01:11:48
00:01:11:48 00:01:12:29					GROUP1B*	gruppe
00:01:12:29 00:01:12:43
00:01:12:43 00:01:13:06					\|\|$NUM-ONE-TO-TEN1A:3d
00:01:13:06 00:01:13:14
00:01:13:14 00:01:13:40				The first group was established for children who were able to use sign language; hearing abilities didn‘t matter.
00:01:13:40 00:01:13:48					$LIST1:1of3d
00:01:13:48 00:01:14:05
00:01:14:05 00:01:14:19					$GEST-OFF^
00:01:14:19 00:01:14:36
00:01:14:36 00:01:14:48					SIGN-LANGUAGE1B*	gebärdensprach
00:01:14:48 00:01:15:07
00:01:15:07 00:01:15:19					COMPETENCE1*	kompetenz
00:01:15:19 00:01:15:37
00:01:15:37 00:01:15:44					TO-HEAR2*
00:01:15:44 00:01:16:03
00:01:16:03 00:01:16:18					WHATEVER3*	egal
00:01:16:18 00:01:16:25
00:01:16:25 00:01:16:33					$GEST-DECLINE1^*
00:01:16:33 00:01:16:41
00:01:16:41 00:01:17:01					$LIST1:1of3d	[MG]
00:01:17:01 00:01:17:05
00:01:17:05 00:01:17:44				The second group was established for children with learning difficulties.
00:01:17:44 00:01:18:21					$LIST1:2of3d
00:01:18:21 00:01:18:39
00:01:18:39 00:01:18:43					TO-LEARN1*	lernbehin{dert}
00:01:18:43 00:01:18:47
00:01:18:47 00:01:19:04	Were there more than your four children?
00:01:19:04 00:01:19:25					DISABILITY1*
00:01:19:25 00:01:19:41		$NUM-ONE-TO-TEN1B:4*	vier
00:01:19:41 00:01:19:44		$NUM-ONE-TO-TEN1B:4*	vier
00:01:19:44 00:01:20:00
00:01:20:00 00:01:20:05		SUDDENLY4*	[MG]
00:01:20:05 00:01:20:13
00:01:20:13 00:01:20:22		$NUM-ONE-TO-TEN1B:4
00:01:20:22 00:01:20:30				Yes, these four kids were in the first group.
00:01:20:30 00:01:20:31		MORE1	noch mehr
00:01:20:31 00:01:20:33					$NUM-ONE-TO-TEN1A:4*	vier
00:01:20:33 00:01:20:36
00:01:20:36 00:01:20:42
00:01:20:42 00:01:20:48					$PROD*
00:01:20:48 00:01:21:04		IN-ADDITION1			$PROD*
00:01:21:04 00:01:21:08		IN-ADDITION1
00:01:21:08 00:01:21:24	So, no others but only the four of them.
00:01:21:24 00:01:21:26					$NUM-ONE-TO-TEN1A:4*	vier
00:01:21:26 00:01:21:30
00:01:21:30 00:01:21:33		MORE1*	noch mehr
00:01:21:33 00:01:21:41					$PROD*
00:01:21:41 00:01:21:44
00:01:21:44 00:01:22:00
00:01:22:00 00:01:22:05		NOT3B*
00:01:22:05 00:01:22:10
00:01:22:10 00:01:22:20		$NUM-ONE-TO-TEN1B:4	vier
00:01:22:20 00:01:22:23
00:01:22:23 00:01:22:29				No, no. There were eight in total.
00:01:22:29 00:01:22:35		NO3B^
00:01:22:35 00:01:22:37		NO3B^			NO1B	[MG]
00:01:22:37 00:01:23:03
00:01:23:03 00:01:23:05
00:01:23:05 00:01:23:11
00:01:23:11 00:01:23:28					TOGETHER3A*
00:01:23:28 00:01:23:33
00:01:23:33 00:01:23:39	There was team spirit/
00:01:23:39 00:01:23:45					TOGETHER3A*
00:01:23:45 00:01:23:46		YOU1			TOGETHER3A*
00:01:23:46 00:01:24:03		YOU1
00:01:24:03 00:01:24:04
00:01:24:04 00:01:24:14					$NUM-ONE-TO-TEN1C:8d*	a{cht}
00:01:24:14 00:01:24:24		COOPERATION1	[MG]		$NUM-ONE-TO-TEN1C:8d*	a{cht}
00:01:24:24 00:01:24:37
00:01:24:37 00:01:24:38
00:01:24:38 00:01:24:41
00:01:24:41 00:01:24:46				Nine, actually.
00:01:24:46 00:01:25:04	Four/
00:01:25:04 00:01:25:41	Four/	\|\|$NUM-ONE-TO-TEN1B:4*			$NUM-ONE-TO-TEN1A:9d	neun neun
00:01:25:41 00:01:25:44	Five other parents thought it was a good idea as well and sent their children to that class, too.
00:01:25:44 00:01:26:13		MEANING1*	bedeutet
00:01:26:13 00:01:26:23
00:01:26:23 00:01:26:31		$NUM-ONE-TO-TEN1A:5	fünf
00:01:26:31 00:01:26:40
00:01:26:40 00:01:26:44		ALSO3A	auch
00:01:26:44 00:01:26:45
00:01:26:45 00:01:27:05		$ORAL^	gut
00:01:27:05 00:01:27:14
00:01:27:14 00:01:27:19		IDEA2	idee
00:01:27:19 00:01:27:30				They realized that these children needed sign language.
00:01:27:30 00:01:28:11		TO-JOIN1B*	[MG]
00:01:28:11 00:01:28:21		TO-JOIN1B*	[MG]		THERE1*
00:01:28:21 00:01:28:31					THERE1*
00:01:28:31 00:01:28:39		RIGHT-OR-AGREED1A	stimmt
00:01:28:39 00:01:28:41
00:01:28:41 00:01:29:01					$GEST-NM-SHAKE-HEAD1^
00:01:29:01 00:01:29:07
00:01:29:07 00:01:29:10					TO-SEE1*
00:01:29:10 00:01:29:18
00:01:29:18 00:01:29:21					THERE1*
00:01:29:21 00:01:29:29
00:01:29:29 00:01:29:33					REALLY2*
00:01:29:33 00:01:29:47
00:01:29:47 00:01:30:07					TO-NEED1*	brauch
00:01:30:07 00:01:30:12
00:01:30:12 00:01:30:14					$INDEX1*
00:01:30:14 00:01:30:24
00:01:30:24 00:01:31:00					TO-SIGN1G*
00:01:31:00 00:01:31:11
00:01:31:11 00:01:31:15
00:01:31:15 00:01:31:21				They all hear very little and need sign language.
00:01:31:21 00:01:31:29					$INDEX1*
00:01:31:29 00:01:31:44
00:01:31:44 00:01:32:00					$INDEX1*
00:01:32:00 00:01:32:06
00:01:32:06 00:01:32:15					LITTLE-BIT4	wenig
00:01:32:15 00:01:32:25
00:01:32:25 00:01:32:28					NO2B*
00:01:32:28 00:01:32:39
00:01:32:39 00:01:32:48					TO-NEED1*	brauch
00:01:32:48 00:01:33:04
00:01:33:04 00:01:33:26					THEN5
00:01:33:26 00:01:33:35
00:01:33:35 00:01:33:43				Parents were able to think about what they wanted and then the children joined that class.
00:01:33:43 00:01:33:46					$INDEX1
00:01:33:46 00:01:33:48					$GEST-OFF^	[MG]
00:01:33:48 00:01:34:02
00:01:34:02 00:01:34:05					PARENTS1A*	eltern
00:01:34:05 00:01:34:08
00:01:34:08 00:01:34:17					$GEST-OFF^	[MG]
00:01:34:17 00:01:34:27
00:01:34:27 00:01:34:47					TO-LET1*	[MG]
00:01:34:47 00:01:35:05
00:01:35:05 00:01:35:15					SOMEHOW1*	[MG]
00:01:35:15 00:01:35:21
00:01:35:21 00:01:35:27					TO-PUT1*	[MG]
00:01:35:27 00:01:35:39
00:01:35:39 00:01:35:48					\|\|$INDEX1
00:01:35:48 00:01:36:02
00:01:36:02 00:01:36:17					TO-THINK1B*\|\|$INDEX1	[MG]
00:01:36:17 00:01:36:30
00:01:36:30 00:01:36:35					$GEST-OFF^	ob ob
00:01:36:35 00:01:36:41	They joined the class later on.				$GEST-OFF^	ob ob
00:01:36:41 00:01:37:03				They assembled the class like that.
00:01:37:03 00:01:37:08		LATER9B*	später
00:01:37:08 00:01:37:17
00:01:37:17 00:01:37:44		TO-PUT-FROM-TO1A^*			TO-PUT-FROM-TO1A^*	[MG]
00:01:37:44 00:01:38:21					TO-PUT-FROM-TO1A^*	[MG]
00:01:38:21 00:01:38:32
00:01:38:32 00:01:38:38				It depends on the kindergarten.
00:01:38:38 00:01:38:45					$INDEX1*	[MG]
00:01:38:45 00:01:39:20
00:01:39:20 00:01:39:32					KINDERGARTEN1A	kindergarten
00:01:39:32 00:01:39:47
00:01:39:47 00:01:40:07					\|\|HIS-HER1
00:01:40:07 00:01:40:11
00:01:40:11 00:01:40:13				I don’t know a thing about that, though.
00:01:40:13 00:01:40:15					I1	[MG]
00:01:40:15 00:01:40:27
00:01:40:27 00:01:40:29					TO-KNOW-STH-OR-SB1A	weiß
00:01:40:29 00:01:40:35
00:01:40:35 00:01:40:43				Our son went to an ‘Integrationskindergarten’ [integrative form of early education in Germany, lit. integration kindergarten].
00:01:40:43 00:01:41:00					I1	ich
00:01:41:00 00:01:41:16
00:01:41:16 00:01:41:31					INTEGRATION1	integrationskindergart
00:01:41:31 00:01:41:42
00:01:41:42 00:01:42:04					KINDERGARTEN1B
00:01:42:04 00:01:42:14
00:01:42:14 00:01:42:17					THERE1*
00:01:42:17 00:01:42:23	Also/
00:01:42:23 00:01:42:26				That’s why I don’t know anything about it.
00:01:42:26 00:01:42:30					I1
00:01:42:30 00:01:42:35
00:01:42:35 00:01:42:49		ALSO1A	auch
00:01:42:49 00:01:43:06					NO1B*
00:01:43:06 00:01:43:09	So, your child was part of an integrative program.				NO1B*
00:01:43:09 00:01:43:37		YOU1	[MG]
00:01:43:37 00:01:44:27
00:01:44:27 00:01:44:38		SON1	sohn
00:01:44:38 00:01:44:47
00:01:44:47 00:01:45:12		$INDEX1
00:01:45:12 00:01:45:19
00:01:45:19 00:01:45:30				Right, he went to an integrative kindergarten.
00:01:45:30 00:01:45:31					INTEGRATION1	integrationskindergart
00:01:45:31 00:01:45:46		INTEGRATION1	integrat{ion}		INTEGRATION1
00:01:45:46 00:01:46:05
00:01:46:05 00:01:46:08					KINDERGARTEN1A
00:01:46:08 00:01:46:22
00:01:46:22 00:01:46:26					\|\|HIS-HER1*
00:01:46:26 00:01:46:34
00:01:46:34 00:01:46:43				Well.	$GEST^*	[MG]
00:01:46:43 00:01:47:05				Other children went somewhere else, to a kindergarten for the deaf or for the hard of hearing.
00:01:47:05 00:01:47:13					$INDEX1
00:01:47:13 00:01:47:18
00:01:47:18 00:01:47:23					$INDEX1
00:01:47:23 00:01:47:29
00:01:47:29 00:01:47:31					WHO6*	wer
00:01:47:31 00:01:47:40
00:01:47:40 00:01:48:00					ALL3^*
00:01:48:00 00:01:48:09
00:01:48:09 00:01:48:16	In Mülheim, right.
00:01:48:16 00:01:48:25					DEAF-LOST-HEARING1A*
00:01:48:25 00:01:48:30		TO-WHISPER1^*	mülheim
00:01:48:30 00:01:48:34
00:01:48:34 00:01:48:41		$INDEX1			HARD-OF-HEARING1	schwerhö{rig}
00:01:48:41 00:01:48:47		$INDEX1
00:01:48:47 00:01:49:03
00:01:49:03 00:01:49:07		RIGHT-OR-AGREED1A	stimmt
00:01:49:07 00:01:49:12
00:01:49:12 00:01:49:23					ALL3^
00:01:49:23 00:01:49:38		$ORAL^	mülheim	Yes, the one in Mülheim.	$GEST-OFF^
00:01:49:38 00:01:49:43
00:01:49:43 00:01:50:07
00:01:50:07 00:01:50:11					I2
00:01:50:11 00:01:50:23
00:01:50:23 00:01:50:42					MÜLHEIM1	mülheim
00:01:50:42 00:01:51:01
00:01:51:01 00:01:51:19	Mülheim.
00:01:51:19 00:01:51:30		MÜLHEIM1*	mülheim
00:01:51:30 00:01:51:41
00:01:51:41 00:01:52:00				Right. I don’t know about the other children, though.
00:01:52:00 00:01:52:07					$INDEX1*
00:01:52:07 00:01:52:21
00:01:52:21 00:01:52:33					$GEST-OFF^
00:01:52:33 00:01:52:41
00:01:52:41 00:01:52:42					TO-KNOW-OR-KNOWLEDGE2B*	weiß
00:01:52:42 00:01:52:48
00:01:52:48 00:01:53:03					NO-CLUE1	[MG]
00:01:53:03 00:01:53:10
00:01:53:10 00:01:53:26				Either way, they were sent to the same class.
00:01:53:26 00:01:53:46					$INDEX1\|\|$INDEX1
00:01:53:46 00:01:54:05					$GEST-NM-SHAKE-HEAD1^
00:01:54:05 00:01:54:13
00:01:54:13 00:01:54:42					GROUP1B*
00:01:54:42 00:01:55:01
00:01:55:01 00:01:55:18					$GEST-OFF^
00:01:55:18 00:01:55:21
00:01:55:21 00:01:55:34				So, the first group is using sign language.
00:01:55:34 00:01:55:40					MEANING1*	bedeu{tet}
00:01:55:40 00:01:55:44
00:01:55:44 00:01:56:06					$LIST1:1of3d
00:01:56:06 00:01:56:14
00:01:56:14 00:01:56:25					TO-SIGN1B*	gebärdensprach
00:01:56:25 00:01:56:26
00:01:56:26 00:01:56:38					COMPETENCE1*
00:01:56:38 00:01:56:47
00:01:56:47 00:01:57:04					$LIST1:1of3d*
00:01:57:04 00:01:57:11
00:01:57:11 00:01:57:19				The second group is for children with mental or learning disabilities, or for children that are just slow learners.
00:01:57:19 00:01:57:31					$LIST1:2of3d
00:01:57:31 00:01:57:48
00:01:57:48 00:01:58:23					$GEST-TO-PONDER1^*	[MG]
00:01:58:23 00:01:58:37
00:01:58:37 00:01:58:42					MENTALLY2*
00:01:58:42 00:01:59:03
00:01:59:03 00:01:59:08					TO-LEARN1*	lernbehinder
00:01:59:08 00:01:59:20
00:01:59:20 00:01:59:34					DISABILITY1
00:01:59:34 00:02:00:00
00:02:00:00 00:02:00:19					$LIST1:2of3d*
00:02:00:19 00:02:00:32
00:02:00:32 00:02:00:40					$GEST-OFF^*	[MG]
00:02:00:40 00:02:01:10
00:02:01:10 00:02:01:12					TO-LEARN1*	lernschwach
00:02:01:12 00:02:01:19
00:02:01:19 00:02:01:32					WEAK1*
00:02:01:32 00:02:02:26
00:02:02:26 00:02:02:36					$LIST1:2of3d
00:02:02:36 00:02:02:40
00:02:02:40 00:02:03:02				Well, the third group is taught on an auditive base - they don’t use sign language at all.
00:02:03:02 00:02:03:29					$LIST1:3of3d*
00:02:03:29 00:02:03:37					$LIST1:3of3d
00:02:03:37 00:02:04:11
00:02:04:11 00:02:04:25					TO-PERCEIVE-EAR1^	[MG]
00:02:04:25 00:02:04:34
00:02:04:34 00:02:04:42					TO-SIGN1A
00:02:04:42 00:02:05:02
00:02:05:02 00:02:05:11					ZERO6B*	null
00:02:05:11 00:02:05:18
00:02:05:18 00:02:05:20					$GEST-OFF^*
00:02:05:20 00:02:05:47	What about the children with CIs?
00:02:05:47 00:02:06:12		CI1	c-i
00:02:06:12 00:02:06:31				Those with CIs are part of the third group. However, there are some children with CIs in the sign language group, as well.
00:02:06:31 00:02:06:40		WHAT-DOES-IT-LOOK-LIKE1	wie sieht aus		CI1*	c-i
00:02:06:40 00:02:06:49		WHAT-DOES-IT-LOOK-LIKE1	wie sieht aus
00:02:06:49 00:02:07:04
00:02:07:04 00:02:07:10					$LIST1:3of3d*	[MG]
00:02:07:10 00:02:07:14
00:02:07:14 00:02:07:21					$GEST-OFF^
00:02:07:21 00:02:07:26
00:02:07:26 00:02:07:33
00:02:07:33 00:02:07:41					$LIST1:1of3d	da
00:02:07:41 00:02:08:02
00:02:08:02 00:02:08:09					PRESENT-OR-HERE1*\|\|$LIST1:3of3d	auch da
00:02:08:09 00:02:08:19	Although they wear a CI, they are part of the group and use sign language as well.				PRESENT-OR-HERE1*\|\|$LIST1:3of3d	auch da
00:02:08:19 00:02:08:24
00:02:08:24 00:02:08:31		PRESENT-OR-HERE1	da
00:02:08:31 00:02:08:39					CI1	c-i
00:02:08:39 00:02:08:44
00:02:08:44 00:02:09:08		TO-JOIN1A^*	trotzdem
00:02:09:08 00:02:09:18		TO-JOIN1A^*	trotzdem		PRESENT-OR-HERE1*\|\|$LIST1:3of3d	auch da
00:02:09:18 00:02:09:29					PRESENT-OR-HERE1*\|\|$LIST1:3of3d	auch da
00:02:09:29 00:02:09:37		TO-SIGN1B*
00:02:09:37 00:02:09:38		TO-SIGN1B*			$GEST^
00:02:09:38 00:02:09:41					$GEST^
00:02:09:41 00:02:09:46				Yes.
00:02:09:46 00:02:10:03		TO-JOIN1A^*	trotzdem
00:02:10:03 00:02:10:29					$GEST^	[MG]
00:02:10:29 00:02:10:41
00:02:10:41 00:02:11:10	When do the children with CIs practice hearing?
00:02:11:10 00:02:11:18		WHEN1	wann
00:02:11:18 00:02:12:03
00:02:12:03 00:02:12:13		TO-HEAR2*	hören
00:02:12:13 00:02:12:33
00:02:12:33 00:02:12:41		TO-LEARN5*	lern
00:02:12:41 00:02:13:05
00:02:13:05 00:02:13:21		TO-LEARN1	lernen
00:02:13:21 00:02:13:35				Who?
00:02:13:35 00:02:13:44		TO-PRACTICE1	übung
00:02:13:44 00:02:14:13		TO-PRACTICE1	übung		WHO2	wer
00:02:14:13 00:02:14:26
00:02:14:26 00:02:14:34		CI1	c-i
00:02:14:34 00:02:14:42
00:02:14:42 00:02:15:00		HUMAN2*		I don‘t know.
00:02:15:00 00:02:15:05		HUMAN2*			$GEST-OFF^*	[MG]
00:02:15:05 00:02:15:10					$GEST-OFF^*	[MG]
00:02:15:10 00:02:15:23
00:02:15:23 00:02:15:37		$GEST^
00:02:15:37 00:02:16:03	Is there a specific slot for it in the students’ schedule?				$GEST-NM-SHAKE-HEAD1^	[MG]
00:02:16:03 00:02:16:10		CERTAIN1	bestimmt
00:02:16:10 00:02:16:23
00:02:16:23 00:02:16:27		TIME5A	zeit
00:02:16:27 00:02:16:33
00:02:16:33 00:02:16:48		TIME1
00:02:16:48 00:02:17:10
00:02:17:10 00:02:17:27		HOUR1A*
00:02:17:27 00:02:18:02
00:02:18:02 00:02:18:08		HOUR1A*	stundenplan
00:02:18:08 00:02:18:20
00:02:18:20 00:02:18:41		PLAN5
00:02:18:41 00:02:19:05				No, it’s the same schedule for all children.	$GEST-NM-SHAKE-HEAD1^	[MG]
00:02:19:05 00:02:19:10
00:02:19:10 00:02:19:15
00:02:19:15 00:02:19:41					EQUAL8*	[MG]
00:02:19:41 00:02:20:11
00:02:20:11 00:02:20:21	It’s the same.
00:02:20:21 00:02:20:38		EQUAL8*	[MG]
00:02:20:38 00:02:20:41
00:02:20:41 00:02:21:11				It’s all the same for everyone.	EQUAL8*	[MG]
00:02:21:11 00:02:21:30	Those with a CI normally have to go somewhere like Hannover or Düren.				$GEST-OFF^
00:02:21:30 00:02:21:38		CI1
00:02:21:38 00:02:21:48
00:02:21:48 00:02:22:04		MUST1A	muss
00:02:22:04 00:02:22:19
00:02:22:19 00:02:22:30		TO-DRIVE1*	[MG]
00:02:22:30 00:02:22:38
00:02:22:38 00:02:22:49		HANOVER1	hannover
00:02:22:49 00:02:23:07
00:02:23:07 00:02:23:13		OR5	oder
00:02:23:13 00:02:23:37
00:02:23:37 00:02:24:12		NAME1A^*	düren
00:02:24:12 00:02:24:23
00:02:24:23 00:02:24:38		TO-DRIVE1*
00:02:24:38 00:02:24:46
00:02:24:46 00:02:25:02	That’s were the training centers are.
00:02:25:02 00:02:25:34		TO-PRACTICE1	[MG]
00:02:25:34 00:02:25:38
00:02:25:38 00:02:25:42	Isn’t that part of the school’s educational program?
00:02:25:42 00:02:25:47		PRESENT-OR-HERE1
00:02:25:47 00:02:26:15
00:02:26:15 00:02:26:19		SCHOOL1A*	schule
00:02:26:19 00:02:26:26
00:02:26:26 00:02:27:11		TO-BELONG-TO1
00:02:27:11 00:02:27:16
00:02:27:16 00:02:27:24	Do they have no interest in it?
00:02:27:24 00:02:27:37	Do they have no interest in it?	NO-INTEREST1
00:02:27:37 00:02:27:47	Although, it is expected of those with CIs, but then it is their wish to be part of a class that uses sign language.
00:02:27:47 00:02:28:05		ALTHOUGH1	obwohl
00:02:28:05 00:02:28:22
00:02:28:22 00:02:28:33		CI1
00:02:28:33 00:02:28:48
00:02:28:48 00:02:29:05		TO-TEACH1*
00:02:29:05 00:02:29:16
00:02:29:16 00:02:29:31		EXPECTATION2	erwarten
00:02:29:31 00:02:29:42
00:02:29:42 00:02:30:08		$ORAL^	aber
00:02:30:08 00:02:30:12
00:02:30:12 00:02:30:28		THERE-IS3*	gibt
00:02:30:28 00:02:31:15
00:02:31:15 00:02:31:21		HIS-HER1	[MG]
00:02:31:21 00:02:32:22
00:02:32:22 00:02:32:42		NEED1	bedürfnis
00:02:32:42 00:02:32:45
00:02:32:45 00:02:33:00		$GEST-OFF^
00:02:33:00 00:02:33:10
00:02:33:10 00:02:33:20		TO-JOIN1B	[MG]
00:02:33:20 00:02:33:33
00:02:33:33 00:02:34:05		TO-SIGN1A
00:02:34:05 00:02:34:19				No, hang on.	$GEST^	ja
00:02:34:19 00:02:34:24
00:02:34:24 00:02:34:30					BUT1*
00:02:34:30 00:02:34:31	The CI seems to be unnecessary.				BUT1*
00:02:34:31 00:02:34:37
00:02:34:37 00:02:34:45					NO1B
00:02:34:45 00:02:34:46		CI1	[MG]		NO1B
00:02:34:46 00:02:35:06		CI1	[MG]
00:02:35:06 00:02:35:17					NO1A*
00:02:35:17 00:02:35:18		STH-OR-SLIGHTLY2*	fast		NO1A*
00:02:35:18 00:02:35:19		STH-OR-SLIGHTLY2*
00:02:35:19 00:02:35:26
00:02:35:26 00:02:35:31		ALMOST4
00:02:35:31 00:02:35:35
00:02:35:35 00:02:35:41					BEGINNING1A*	a{nfang}
00:02:35:41 00:02:35:45		FOR-NOTHING1	umsonst	School enrollment/ Wait, no, no.
00:02:35:45 00:02:35:48
00:02:35:48 00:02:36:01					NO1A
00:02:36:01 00:02:36:05		QUOTATION-MARKS1			NO1A
00:02:36:05 00:02:36:19
00:02:36:19 00:02:36:25					\|\|TO-SEND-SB-TO-SCHOOL1*
00:02:36:25 00:02:36:29
00:02:36:29 00:02:36:32					$GEST-OFF^*
00:02:36:32 00:02:36:44
00:02:36:44 00:02:37:41					NO1B	[MG]
00:02:37:41 00:02:37:45	If you have to drive that far each time, you waste a lot of your leisure time.
00:02:37:45 00:02:38:15					NO1A
00:02:38:15 00:02:38:20		TO-DRIVE1*	[MG]
00:02:38:20 00:02:38:33
00:02:38:33 00:02:38:41		LEISURE1A*	freizeit
00:02:38:41 00:02:38:48
00:02:38:48 00:02:39:08		OFF2^*	opfer
00:02:39:08 00:02:39:10				Well, I don’t know.
00:02:39:10 00:02:39:15		ALWAYS4A*	immer
00:02:39:15 00:02:39:26
00:02:39:26 00:02:39:44					HANDS-OFF1^	[MG]
00:02:39:44 00:02:40:03
00:02:40:03 00:02:40:07					$INDEX1
00:02:40:07 00:02:40:11
00:02:40:11 00:02:40:30				They formed those three groups at the beginning of the first school year.
00:02:40:30 00:02:40:41					\|\|TO-SEND-SB-TO-SCHOOL1	einschul
00:02:40:41 00:02:41:14
00:02:41:14 00:02:41:19					LIKE-THIS1	so
00:02:41:19 00:02:41:28
00:02:41:28 00:02:42:03					GROUP1B*
00:02:42:03 00:02:42:10
00:02:42:10 00:02:42:24					$GEST^
00:02:42:24 00:02:42:35
00:02:42:35 00:02:42:46				That worked for a while, but then children started to switch groups.
00:02:42:46 00:02:43:33					COURS1	[MG]
00:02:43:33 00:02:43:41
00:02:43:41 00:02:43:47					\|\|NOT1*	[MG]
00:02:43:47 00:02:44:11
00:02:44:11 00:02:45:21					TO-CHANGE2A^*	um um um um um um
00:02:45:21 00:02:45:22
00:02:45:22 00:02:45:25				There were other children, but there was this one child with deaf parents that didn’t join the sign language group but the group for children with learning disabilities.
00:02:45:25 00:02:45:32					$GEST-OFF^
00:02:45:32 00:02:46:09
00:02:46:09 00:02:46:24					TO-OWN-TO-EXIST1*	[MG]
00:02:46:24 00:02:47:00
00:02:47:00 00:02:47:19					DIFFERENT1*	ander
00:02:47:19 00:02:47:31					\|\|$INDEX1	ander
00:02:47:31 00:02:47:32
00:02:47:32 00:02:47:42					DEAF-LOST-HEARING1A*
00:02:47:42 00:02:48:00
00:02:48:00 00:02:48:10					PARENTS1B*	eltern
00:02:48:10 00:02:48:22
00:02:48:22 00:02:48:34					TO-OWN-TO-EXIST1*	[MG]
00:02:48:34 00:02:49:44
00:02:49:44 00:02:50:05					CHILD1	kind
00:02:50:05 00:02:50:29
00:02:50:29 00:02:50:47					\|\|$INDEX1
00:02:50:47 00:02:51:25
00:02:51:25 00:02:51:28					BUT1*	aber
00:02:51:28 00:02:51:31
00:02:51:31 00:02:51:41					NEVERTHELESS2A	trotzdem
00:02:51:41 00:02:52:04
00:02:52:04 00:02:52:29					$PROD*
00:02:52:29 00:02:52:34
00:02:52:34 00:02:52:47					$GEST-OFF^*
00:02:52:47 00:02:53:10
00:02:53:10 00:02:53:13				Because it had a learning disability and it didn’t develop easily.	$GEST^
00:02:53:13 00:02:53:27
00:02:53:27 00:02:53:39					TO-LEARN1	lern
00:02:53:39 00:02:54:01
00:02:54:01 00:02:54:16					TO-INCLUDE-OR-TO-ADMIT1*
00:02:54:16 00:02:54:35
00:02:54:35 00:02:54:40					HEAVY1A	schwer
00:02:54:40 00:02:54:48
00:02:54:48 00:02:55:32					TO-DEVELOP1B*
00:02:55:32 00:02:56:00
00:02:56:00 00:02:56:15					$GEST-OFF^
00:02:56:15 00:02:56:48
00:02:56:48 00:02:57:01				The children in the sign language class were further along.
00:02:57:01 00:02:57:11					\|\|$INDEX1*
00:02:57:11 00:02:57:28
00:02:57:28 00:02:57:43					STRONG1B	[MG]
00:02:57:43 00:02:57:46
00:02:57:46 00:02:58:08				Well, I should say, now they‘re stronger.
00:02:58:08 00:02:58:11					QUOTATION-MARKS1^
00:02:58:11 00:02:58:24
00:02:58:24 00:02:58:34					NOW3*	jetzt
00:02:58:34 00:02:58:43
00:02:58:43 00:02:59:04					MORE1*	mehr
00:02:59:04 00:02:59:10
00:02:59:10 00:02:59:12					WHAT1B	was
00:02:59:12 00:02:59:19
00:02:59:19 00:02:59:21					$INDEX1*
00:02:59:21 00:02:59:36
00:02:59:36 00:02:59:49					STRONG1B	[MG]
00:02:59:49 00:03:00:02
00:03:00:02 00:03:00:11				It doesn’t matter how much they can hear.
00:03:00:11 00:03:00:20					HEARING1A
00:03:00:20 00:03:00:29
00:03:00:29 00:03:00:47					WHATEVER3	egal
00:03:00:47 00:03:01:05
00:03:01:05 00:03:01:10
00:03:01:10 00:03:01:14				There‘s even one child in the class that is very good at pronunciation and doesn’t use signs a lot.	BUT1
00:03:01:14 00:03:01:21
00:03:01:21 00:03:01:33					TO-OWN-TO-EXIST1	[MG]
00:03:01:33 00:03:01:47
00:03:01:47 00:03:02:02					CLASS2*	klassenkamerad
00:03:02:02 00:03:02:10
00:03:02:10 00:03:02:17					FELLOW1*
00:03:02:17 00:03:03:05
00:03:03:05 00:03:03:23					$INDEX1*
00:03:03:23 00:03:04:12
00:03:04:12 00:03:04:30					TO-SPEAK3	[MG]
00:03:04:30 00:03:04:46
00:03:04:46 00:03:05:17					STRONG1B
00:03:05:17 00:03:05:29
00:03:05:29 00:03:05:44					TO-SPEAK3
00:03:05:44 00:03:06:04
00:03:06:04 00:03:06:14					LITTLE-BIT4	wenig
00:03:06:14 00:03:06:20
00:03:06:20 00:03:07:02					TO-SIGN1B
00:03:07:02 00:03:07:04
00:03:07:04 00:03:07:12				Still the child was sent to that group and was able to develop better there.
00:03:07:12 00:03:07:16					I2
00:03:07:16 00:03:07:24
00:03:07:24 00:03:07:48					$GEST^*	[MG]
00:03:07:48 00:03:08:15
00:03:08:15 00:03:08:21					TO-BELONG-TO1	waru{m}
00:03:08:21 00:03:08:30
00:03:08:30 00:03:08:33					WHY1
00:03:08:33 00:03:08:41
00:03:08:41 00:03:08:48					REASON4A	grund
00:03:08:48 00:03:09:08
00:03:09:08 00:03:09:15					TO-INCLUDE-OR-TO-ADMIT1*
00:03:09:15 00:03:09:25
00:03:09:25 00:03:09:48					PROCEEDING1B
00:03:09:48 00:03:10:32
00:03:10:32 00:03:10:44				Students‘ performances were comparable.
00:03:10:44 00:03:11:12					$GEST^*
00:03:11:12 00:03:11:21
00:03:11:21 00:03:11:31					PERFORMANCE1	leistung
00:03:11:31 00:03:11:41
00:03:11:41 00:03:11:42	It‘s because it is more important that the child understands the content of the lesson than that it is capable of speaking.
00:03:11:42 00:03:12:05					SIMILAR1*
00:03:12:05 00:03:12:17		REASON4A	grund
00:03:12:17 00:03:12:26
00:03:12:26 00:03:12:29		IMPORTANT1	wichtig
00:03:12:29 00:03:12:32		IMPORTANT1	wichtig		COMPARISON3
00:03:12:32 00:03:12:47					COMPARISON3
00:03:12:47 00:03:13:01		TO-PERCEIVE-EYE1A^*
00:03:13:01 00:03:13:04		TO-PERCEIVE-EYE1A^*		Both groups showed similar student performance.
00:03:13:04 00:03:13:10
00:03:13:10 00:03:13:15		AS-OR-THAN4*	als		BOTH2A
00:03:13:15 00:03:13:24
00:03:13:24 00:03:13:27		SELF1A	selbst
00:03:13:27 00:03:13:39
00:03:13:39 00:03:14:00		TO-SPEAK4	sprechen
00:03:14:00 00:03:14:06
00:03:14:06 00:03:14:22
00:03:14:22 00:03:14:26					COMPARISON3
00:03:14:26 00:03:14:31
00:03:14:31 00:03:14:38
00:03:14:38 00:03:14:49					PERFORMANCE1	leistung
00:03:14:49 00:03:15:12
00:03:15:12 00:03:15:16					COMPARISON3
00:03:15:16 00:03:15:24	It’s important for a child to have the visual input of sign language.				COMPARISON3
00:03:15:24 00:03:15:27
00:03:15:27 00:03:15:32		TO-PERCEIVE-EYE1B^*
00:03:15:32 00:03:15:41		TO-PERCEIVE-EYE1B^*			$GEST-OFF^
00:03:15:41 00:03:16:05
00:03:16:05 00:03:16:07		TRUE1	wahrnehmung
00:03:16:07 00:03:16:18
00:03:16:18 00:03:16:26		PERCEPTION1*
00:03:16:26 00:03:16:31
00:03:16:31 00:03:16:38		IMPORTANT1	wichtig
00:03:16:38 00:03:16:49
00:03:16:49 00:03:17:06				I asked my son how he communicates with the other child.
00:03:17:06 00:03:17:08					I1
00:03:17:08 00:03:17:16
00:03:17:16 00:03:17:19					TO-LET-KNOW1A*
00:03:17:19 00:03:17:24
00:03:17:24 00:03:17:25					$INDEX1
00:03:17:25 00:03:17:39
00:03:17:39 00:03:18:00					COMMUNICATION1A	[MG]
00:03:18:00 00:03:18:11
00:03:18:11 00:03:18:28					$INDEX1*	[MG]
00:03:18:28 00:03:18:38
00:03:18:38 00:03:18:44					HOW-QUESTION-COMPARISON1*	wie
00:03:18:44 00:03:19:14
00:03:19:14 00:03:19:27					$INDEX1*
00:03:19:27 00:03:19:30
00:03:19:30 00:03:19:40				He said he mainly uses facial expression and gestures.
00:03:19:40 00:03:20:09					$GEST^	[MG]
00:03:20:09 00:03:20:18
00:03:20:18 00:03:20:29					$PROD*	[MG]
00:03:20:29 00:03:20:38
00:03:20:38 00:03:21:07					GESTURE1^*	[MG]
00:03:21:07 00:03:21:15
00:03:21:15 00:03:21:22				Sure, my son then speaks, and the child is able to understand him.
00:03:21:22 00:03:21:29					$INDEX1
00:03:21:29 00:03:22:02
00:03:22:02 00:03:22:06					CLEAR1B*	klar
00:03:22:06 00:03:22:12
00:03:22:12 00:03:22:14					MY1*
00:03:22:14 00:03:22:20
00:03:22:20 00:03:22:25					SON1	sohn
00:03:22:25 00:03:22:37
00:03:22:37 00:03:23:06					TO-SPEAK3	[MG]
00:03:23:06 00:03:23:22
00:03:23:22 00:03:23:27					$INDEX1*
00:03:23:27 00:03:23:46
00:03:23:46 00:03:24:00					TO-HEAR1*
00:03:24:00 00:03:24:05
00:03:24:05 00:03:24:16				The other child uses hands and feet to communicate with my son.	$GEST^
00:03:24:16 00:03:24:26					$ORAL^	ja
00:03:24:26 00:03:24:36
00:03:24:36 00:03:24:40					$INDEX1	[MG]
00:03:24:40 00:03:25:10
00:03:25:10 00:03:25:34					$PROD*
00:03:25:34 00:03:25:48
00:03:25:48 00:03:26:19					TO-OBSERVE3
00:03:26:19 00:03:26:27
00:03:26:27 00:03:26:34				Oh well, it works.
00:03:26:34 00:03:26:45					$GEST-I-DONT-KNOW1^	[MG]
00:03:26:45 00:03:27:11
00:03:27:11 00:03:27:15					$GEST^*	[MG]
00:03:27:15 00:03:27:29
00:03:27:29 00:03:27:40					IT-WORKS-OUT1	klappt
00:03:27:40 00:03:27:46
00:03:27:46 00:03:28:05					$GEST-OFF^
00:03:28:05 00:03:28:09
00:03:28:09 00:03:28:17				It really works well.
00:03:28:17 00:03:28:28					PROCEEDING1B	[MG]
00:03:28:28 00:03:28:45
00:03:28:45 00:03:29:13					GOOD1*
00:03:29:13 00:03:29:18
00:03:29:18 00:03:29:36					$GEST-OFF^
00:03:29:36 00:03:29:42
00:03:29:42 00:03:30:02				So, there is that other group of children with learning or mental disabilities.
00:03:30:02 00:03:30:08					$INDEX1
00:03:30:08 00:03:30:25
00:03:30:25 00:03:30:37					TO-LEARN1	lern
00:03:30:37 00:03:30:47
00:03:30:47 00:03:31:02					DISABILITY1*
00:03:31:02 00:03:31:13
00:03:31:13 00:03:31:20					WEAK1	schwach
00:03:31:20 00:03:31:28
00:03:31:28 00:03:31:35					HIS-HER1*
00:03:31:35 00:03:31:45
00:03:31:45 00:03:32:16					$INDEX2
00:03:32:16 00:03:32:21
00:03:32:21 00:03:33:01					$GEST-OFF^
00:03:33:01 00:03:33:08
00:03:33:08 00:03:33:41
00:03:33:41 00:03:34:07	Was the decision based on the audiogram?			Speaking/
00:03:34:07 00:03:34:15		AUDIOGRAM1
00:03:34:15 00:03:34:32					TO-SPEAK3*
00:03:34:32 00:03:34:36
00:03:34:36 00:03:35:00
00:03:35:00 00:03:35:11				Well, not anymore.
00:03:35:11 00:03:35:17	More speaking/
00:03:35:17 00:03:35:25					$GEST^
00:03:35:25 00:03:35:40
00:03:35:40 00:03:35:43					NOW3*	jetzt
00:03:35:43 00:03:36:00		MORE1	mehr		NOW3*	jetzt
00:03:36:00 00:03:36:06		MORE1	mehr
00:03:36:06 00:03:36:11
00:03:36:11 00:03:36:14		TO-SPEAK3*
00:03:36:14 00:03:36:18
00:03:36:18 00:03:36:20					NOT3B	nicht mehr
00:03:36:20 00:03:36:31		$$EXTRA-LING-ACT^			NOT3B	nicht mehr
00:03:36:31 00:03:36:41		$$EXTRA-LING-ACT^
00:03:36:41 00:03:37:01
00:03:37:01 00:03:37:41
00:03:37:41 00:03:37:46	The class is geared towards a combination of oral and sign language-based teaching.
00:03:37:46 00:03:38:14		ORAL1	oral
00:03:38:14 00:03:38:27				Hard of hearing/
00:03:38:27 00:03:38:33				Hard of hearing/	HARD-OF-HEARING1*
00:03:38:33 00:03:38:34				No, now it is a mixed group.
00:03:38:34 00:03:38:44
00:03:38:44 00:03:38:47		TO-MIX2	gemisch
00:03:38:47 00:03:39:05					NOT3B*	[MG]
00:03:39:05 00:03:39:14
00:03:39:14 00:03:39:16
00:03:39:16 00:03:39:22					NOW3*	jetzt
00:03:39:22 00:03:39:30
00:03:39:30 00:03:39:36					ALSO1A*	auch
00:03:39:36 00:03:39:40
00:03:39:40 00:03:40:00					TO-MIX2*	[MG]
00:03:40:00 00:03:40:15					TO-MIX2*	[MG]
00:03:40:15 00:03:40:40
00:03:40:40 00:03:40:47				There are some children that just need a bit more support.
00:03:40:47 00:03:41:06					MORE1*	viel mehr
00:03:41:06 00:03:41:19
00:03:41:19 00:03:41:31					$INDEX1
00:03:41:31 00:03:41:48
00:03:41:48 00:03:42:23					TO-NEED1	brauch
00:03:42:23 00:03:43:01
00:03:43:01 00:03:43:07					MORE1*	mehr
00:03:43:07 00:03:43:21
00:03:43:21 00:03:43:42					TO-PROMOTE1B*	förderung
00:03:43:42 00:03:44:02
00:03:44:02 00:03:44:31					$INDEX1*
00:03:44:31 00:03:45:17
00:03:45:17 00:03:45:31				This second group is for children with a severe learning disability.
00:03:45:31 00:03:45:37					\|\|$INDEX1
00:03:45:37 00:03:45:47
00:03:45:47 00:03:46:11					STRONG1A*	stark
00:03:46:11 00:03:46:24
00:03:46:24 00:03:46:28					MENTALLY2*
00:03:46:28 00:03:46:41
00:03:46:41 00:03:46:49					TO-LEARN1*	lernen
00:03:46:49 00:03:47:22
00:03:47:22 00:03:47:31					WEAK1*	schwach
00:03:47:31 00:03:47:39
00:03:47:39 00:03:47:42					HIS-HER1*
00:03:47:42 00:03:48:00
00:03:48:00 00:03:48:06					STRONG1A*	[MG]
00:03:48:06 00:03:48:11
00:03:48:11 00:03:48:26				The children in the third group are mentally fit but need a bit more time.
00:03:48:26 00:03:48:30					$INDEX1*
00:03:48:30 00:03:49:00
00:03:49:00 00:03:49:07					TO-NEED1	brauch
00:03:49:07 00:03:49:25
00:03:49:25 00:03:49:28					MORE1*
00:03:49:28 00:03:49:37
00:03:49:37 00:03:49:43					\|\|$INDEX1*
00:03:49:43 00:03:49:46
00:03:49:46 00:03:50:01					MENTALLY2	okay
00:03:50:01 00:03:50:11
00:03:50:11 00:03:50:18					OKAY1
00:03:50:18 00:03:50:21
00:03:50:21 00:03:50:28					BUT1
00:03:50:28 00:03:50:35
00:03:50:35 00:03:51:04					TO-NEED1	brauch
00:03:51:04 00:03:51:21
00:03:51:21 00:03:51:33					LONG-TIME4A	lang
00:03:51:33 00:03:51:41
00:03:51:41 00:03:51:49					$INDEX1*
00:03:51:49 00:03:52:05
00:03:52:05 00:03:52:11				The first group makes rapid progress.
00:03:52:11 00:03:52:15					\|\|$INDEX1*
00:03:52:15 00:03:52:24
00:03:52:24 00:03:52:28					FAST3A*	[MG]
00:03:52:28 00:03:52:35
00:03:52:35 00:03:53:19					PROCEEDING1B*	[MG]
00:03:53:19 00:03:53:41
00:03:53:41 00:03:54:08					$GEST^*\|\|$GEST-OFF^
00:03:54:08 00:03:54:19				Oh well.
00:03:54:19 00:03:54:32					$GEST^*
00:03:54:32 00:03:54:48	That‘s a good subdivision.
00:03:54:48 00:03:55:01		GOOD1*	gut
00:03:55:01 00:03:55:13
00:03:55:13 00:03:55:22		TO-DISTRIBUTE1B	verteil
00:03:55:22 00:03:55:38
00:03:55:38 00:03:55:44		TO-SEPARATE1C
00:03:55:44 00:03:55:48
00:03:55:48 00:03:56:04				Right, it works well.
00:03:56:04 00:03:56:10		GOOD1	gut
00:03:56:10 00:03:56:16
00:03:56:16 00:03:56:25					$GEST^*	ja
00:03:56:25 00:03:56:32
00:03:56:32 00:03:56:35
00:03:56:35 00:03:56:43					SUCCESS1*	[MG]
00:03:56:43 00:03:57:36
00:03:57:36 00:03:58:07	Is your second daughter six years old now?
00:03:58:07 00:03:58:15		YOUR1
00:03:58:15 00:03:58:21
00:03:58:21 00:03:58:27		$NUM-ORDINAL1:2d	zwei
00:03:58:27 00:03:58:35
00:03:58:35 00:03:58:49		DAUGHTER1	tochter
00:03:58:49 00:03:59:05
00:03:59:05 00:03:59:14		$INDEX1		She‘s still in kindergarten.
00:03:59:14 00:03:59:16		$INDEX1			STILL2*	noch
00:03:59:16 00:03:59:19					STILL2*	noch
00:03:59:19 00:03:59:25
00:03:59:25 00:03:59:28		NOW1	jetzt
00:03:59:28 00:03:59:29		NOW1	jetzt		KINDERGARTEN1A	kindergarten
00:03:59:29 00:03:59:44					KINDERGARTEN1A	kindergarten
00:03:59:44 00:04:00:07
00:04:00:07 00:04:00:10					TO-STAY1
00:04:00:10 00:04:00:22		\|\|$NUM-ONE-TO-TEN1A:6d	sechs		TO-STAY1
00:04:00:22 00:04:00:35		\|\|$NUM-ONE-TO-TEN1A:6d	sechs
00:04:00:35 00:04:00:41		\|\|$NUM-ONE-TO-TEN1A:6d*
00:04:00:41 00:04:01:14
00:04:01:14 00:04:01:24				She‘s still in kindergarten.
00:04:01:24 00:04:01:30					STILL2	noch
00:04:01:30 00:04:01:38
00:04:01:38 00:04:01:45					KINDERGARTEN1A	kindergarten
00:04:01:45 00:04:02:02					KINDERGARTEN1A
00:04:02:02 00:04:02:12
00:04:02:12 00:04:02:18					TO-STAY1
00:04:02:18 00:04:02:19	Is she five years old?				TO-STAY1
00:04:02:19 00:04:02:25
00:04:02:25 00:04:02:29		$NUM-ONE-TO-TEN1A:5	fünf
00:04:02:29 00:04:02:38
00:04:02:38 00:04:02:41		OLD8B*	alt
00:04:02:41 00:04:02:44		OLD8B*	alt	Yes.
00:04:02:44 00:04:02:49
00:04:02:49 00:04:03:00		$NUM-ONE-TO-TEN1A:5	fünf
00:04:03:00 00:04:03:11		$NUM-ONE-TO-TEN1A:5	fünf		$GEST^*
00:04:03:11 00:04:03:15
00:04:03:15 00:04:03:22	I know that your daughter is the same age as my twin sons.
00:04:03:22 00:04:03:25
00:04:03:25 00:04:03:29		TO-KNOW-OR-KNOWLEDGE2B*	weiß
00:04:03:29 00:04:03:33
00:04:03:33 00:04:03:41
00:04:03:41 00:04:03:46		MY1
00:04:03:46 00:04:04:16
00:04:04:16 00:04:04:37		TWIN1	zwilling
00:04:04:37 00:04:05:01
00:04:05:01 00:04:05:11		SON1	sohn
00:04:05:11 00:04:05:19
00:04:05:19 00:04:05:31		EQUAL8*	[MG]
00:04:05:31 00:04:05:35
00:04:05:35 00:04:05:40	She is five.
00:04:05:40 00:04:05:44		$NUM-ONE-TO-TEN1A:5	fünf
00:04:05:44 00:04:05:47
00:04:05:47 00:04:06:07	I thought the gap was bigger between them but they are almost the same age.
00:04:06:07 00:04:06:16		GAP-OR-DISTANCE3
00:04:06:16 00:04:06:30
00:04:06:30 00:04:06:34		TO-BELIEVE2B*	glaub
00:04:06:34 00:04:06:47
00:04:06:47 00:04:07:25		GAP-OR-DISTANCE3
00:04:07:25 00:04:07:41
00:04:07:41 00:04:08:00	When is she turning six?
00:04:08:00 00:04:08:05		WHEN1	wann
00:04:08:05 00:04:08:16
00:04:08:16 00:04:08:22		\|\|$NUM-ORDINAL1:6d	sechs
00:04:08:22 00:04:08:33
00:04:08:33 00:04:08:36		OLD4B	jahre alt
00:04:08:36 00:04:08:48
00:04:08:48 00:04:09:02		$INDEX1
00:04:09:02 00:04:09:08
00:04:09:08 00:04:09:28				Next year in May.
00:04:09:28 00:04:09:35					NEXT3	nächstes
00:04:09:35 00:04:09:41
00:04:09:41 00:04:09:42	I see, next year.
00:04:09:42 00:04:09:46					YEAR2A	jahr
00:04:09:46 00:04:10:03
00:04:10:03 00:04:10:10		NEXT1	nächste
00:04:10:10 00:04:10:15		NEXT1	nächste		MAY3A	mai
00:04:10:15 00:04:10:20	I/
00:04:10:20 00:04:10:25					$GEST-DECLINE1^*
00:04:10:25 00:04:10:30		I1			$GEST-DECLINE1^*
00:04:10:30 00:04:10:35
00:04:10:35 00:04:10:48
00:04:10:48 00:04:11:04	Well, yours is older than mine.
00:04:11:04 00:04:11:12		$INDEX1	[LM:ah]
00:04:11:12 00:04:11:23
00:04:11:23 00:04:11:24		OLD4A*	älter
00:04:11:24 00:04:11:27
00:04:11:27 00:04:11:33		AS-OR-THAN4*	als
00:04:11:33 00:04:11:39
00:04:11:39 00:04:11:48		MY1	mein
00:04:11:48 00:04:12:12
00:04:12:12 00:04:12:36	My children will turn six in August.
00:04:12:36 00:04:12:46		$INDEX1
00:04:12:46 00:04:13:07
00:04:13:07 00:04:13:21		AUGUST15B*	august
00:04:13:21 00:04:13:39
00:04:13:39 00:04:13:44		\|\|$NUM-ONE-TO-TEN1A:6d	sechs
00:04:13:44 00:04:14:08
00:04:14:08 00:04:14:12		OLD8B*	alt
00:04:14:12 00:04:15:12

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