Berlin | dgskorpus_ber_08 | 46-60f Yes, but he is not a teacher and thus he doesn't teach. |
r | | | TEACHER2 | TO-TEACH1 | | NOT2 |
l | $INDEX1* | NOT2 | $INDEX1* | $INDEX1* |
m | aber | nicht | lehrer | | nicht |
Berlin | dgskorpus_ber_11 | 61+m Back when I did my stage training at the theatre, it was usually hearing people who helped me in class. |
r | PRIMARILY1 | HEARING1A* | TO-HELP1* | TO-TEACH1 |
l | |
m | | hörend | helfen | un{terricht} |
Berlin | dgskorpus_ber_11 | 61+m He was teaching us. |
r | | OFF1A^* | $INDEX1* | TO-TEACH1 |
l | | |
m | | | |
Berlin | dgskorpus_ber_11 | 61+m Of course they have to be supported more during the lessons. |
r | | | CLEAR1A | TO-TEACH1 | MORE1* | TO-PROMOTE1A |
l | |
m | klar | unterricht | mehr | [MG] |
Frankfurt | dgskorpus_fra_02 | 31-45m So you didn't have bilingual classes. |
r | | | BILINGUAL1 | TO-TEACH1 | NONE8 | BILINGUAL1 |
l | |
m | bilingual | [MG] | bilingual |
Frankfurt | dgskorpus_fra_03 | 46-60m Well, after signing it to him and he understanding it, class went on. |
r | TO-COMPREHEND1 | $INDEX1 | FURTHER1A | TO-TEACH1 |
l | | |
m | | | weiter | |
Frankfurt | dgskorpus_fra_03 | 46-60m When the break was over, everyone went to their seats and sat down, and class started. |
r | TO-TEACH1* | GO-START2* | BEGINNING1A | TO-TEACH1 |
l |
m | | | anfang | unter{richt} |
Frankfurt | dgskorpus_fra_03 | 46-60m A new fuse was inserted, and class could go on. |
r | | NEW4A | INSTALLATION1* | TO-TEACH1 | OFF-OR-TO-REMOVE-STH2* | $GEST^ |
l | | | |
m | neu | | [MG] | | |
Frankfurt | dgskorpus_fra_03 | 46-60m Class was continued with delay. |
r | | | | TO-TEACH1 | LONG-TIME4D* | $INDEX1 |
l | |
m | unter{richt} | [MG] | |
Frankfurt | dgskorpus_fra_04 | 61+m He accepted it, but then rejected the idea of teaching sign language first as a basis; so we got into an argument. |
r | AND5 | FIRST1B | I1 | TO-TEACH1 | BASE-GROUND3* | TO-SIGN1C* | $INDEX1 |
l | | | | |
m | und | zuerst | | | grundlage | |
Frankfurt | dgskorpus_fra_06 | 31-45f The master craftswoman who trained me was hard to lip-read from, though. |
r | WOMAN1A | $INDEX1* | ON-PERSON1* | TO-TEACH1 | ALSO3A | $INDEX1* | ORAL1* |
l | | | | | | |
m | frau | | | [MG] | | | oral |
Frankfurt | dgskorpus_fra_10 | 61+f Due to her lessons I developed fantastically and advanced really quickly. |
r | | | | TO-TEACH1 | PERFECT2^ | YES1A* | UNTIL1* |
l | |
m | unterricht | [MG] | [MG] | bis |
Frankfurt | dgskorpus_fra_12 | 61+m I had to continue to study at home, too. |
r | I1 | FURTHER1B* | I2 | TO-TEACH1 |
l | | |
m | … | weiter |
Frankfurt | dgskorpus_fra_12 | 61+m I was relieved; I didn't have to study or write anything. |
r | RELIEVED2 | I1* | I2* | TO-TEACH1 | TO-LEARN1* | I2* | TO-WRITE1A* |
l | | | | | |
m | [MG] | | | lernen | | |
Frankfurt | dgskorpus_fra_14 | 31-45f She looked at my résumé and thought to herself, "she already taught Sign Language classes." |
r | CASE-OR-PLUNGE1A* | I2 | TO-SIGN1G* | TO-TEACH1 | PROCEEDING1^ |
l | | |
m | fall | | gebärdenunterricht | |
Frankfurt | dgskorpus_fra_14 | 31-45f She asked me whether I was interested in becoming a Sign Language teacher and I told her that I enjoyed teaching and that I was interested. |
r | | | TO-SIGN1A* | TO-TEACH1 | I2 | I1 | $GEST-OFF^ |
l | ONCE-AGAIN2A* | INTEREST1A | | |
m | noch mal | | gebärdenunterricht | | | |
Frankfurt | dgskorpus_fra_14 | 31-45f I only taught on Saturdays. |
r | | | | TO-TEACH1 | TO-GO-THERE1* | ONLY2A | SATURDAY3* |
l | | |
m | unterricht | [MG] | nur | samstag |
Frankfurt | dgskorpus_fra_14 | 31-45f I tried teaching again and it worked. |
r | PROCEEDING1^ | I1 | IT-WORKS-OUT1* | TO-TEACH1 | PROCEEDING1^ | IT-WORKS-OUT1* |
l | |
m | | | klappt klappt klappt | unterricht | | |
Frankfurt | dgskorpus_fra_14 | 31-45f During that event I saw a man, whom I knew from my sign language class. He was hearing. |
r | ALSO1A | TO-LEARN1* | TO-SIGN1A* | TO-TEACH1 | BEEN1* |
l | | |
m | auch | lernen | gebärdensprachunterricht | gewesen |
Frankfurt | dgskorpus_fra_14 | 31-45f I told him, "I don't know, because I give private sign language classes only. Therefore I have no opinion on that matter." |
r | REASON4A | PRIVATE1A | TO-SIGN1A* | TO-TEACH1 | AND2A* | NEUTRAL1B | NO3B^* |
l | |
m | … | privat | gebärdenunterricht | | neutral |
Frankfurt | dgskorpus_fra_14 | 31-45f If he just wanted to learn how to communicate casually, which is what he wanted, then I didn't see a problem and I told him that I would like to teach him. |
r | I1 | GLADLY1 | INVOLVED1A* | TO-TEACH1 | FURTHER1A | TO-TEACH1 |
l | | |
m | | gern | | unterricht | weiter | unterricht |
Frankfurt | dgskorpus_fra_14 | 31-45f If he just wanted to learn how to communicate casually, which is what he wanted, then I didn't see a problem and I told him that I would like to teach him. |
r | INVOLVED1A* | TO-TEACH1 | FURTHER1A | TO-TEACH1 |
l |
m | | unterricht | weiter | unterricht |
Frankfurt | dgskorpus_fra_14 | 31-45f That means you are not going to teach big classes anymore, rather small ones and not full-time. |
r | QUOTATION-MARKS1 | NOT-ANYMORE1B | FULL2A | TO-TEACH1 | ONLY2A | NEXT-TO2 | SMALL6 |
l | | |
m | [MG] | nicht mehr | voll | nur | [MG] | |
Göttingen | dgskorpus_goe_03 | 61+f The class continued. |
r | | | | TO-TEACH1 | FURTHER1A* |
l |
m | unterricht | weiter |
Göttingen | dgskorpus_goe_04 | 31-45m German is an obligatory course in schools there. |
r | DUTY5 | INVOLVED1A* | GERMAN1 | TO-TEACH1 | |
l | | $INDEX1 |
m | pflicht | dabei | deutschunterricht |
Göttingen | dgskorpus_goe_04 | 31-45m But not for the entire time, just for one or two years. |
r | YEAR1B* | PERIOD1A^ | GERMAN1* | TO-TEACH1 |
l | | |
m | zwei jahr | voll | deutsch |
Göttingen | dgskorpus_goe_07 | 18-30m She was angry. “I waved at you during class a long time to get your attention, that’s why!” |
r | | REASON4B | I1 | TO-TEACH1 | I1 | ON-PERSON1 | TO-TRY2 |
l | | | | |
m | grund | | unterricht | | auf | |
Göttingen | dgskorpus_goe_08 | 18-30f Classes should be close to home, of course. |
r | APARTMENT5 | TO-NEED1 | CLOSE-BY1B* | TO-TEACH1 |
l | |
m | wohnung | brauch | [MG] | unterricht |
Göttingen | dgskorpus_goe_08 | 18-30f Concerning the joint classes? |
r | | | TOGETHER1A* | TO-TEACH1 |
l |
m | zusammen | unterricht |
Göttingen | dgskorpus_goe_08 | 18-30f They should be taught sign language. |
r | | WITH1A | SIGN-LANGUAGE1B | TO-TEACH1 | TO-LEARN1 |
l | | |
m | mit | gebärdensprach | unterricht | lernen |
Bremen | dgskorpus_hb_03 | 31-45f They shouldn't focus solely on spoken language. |
r | | MOST1A | $INDEX1 | TO-TEACH1 | $ORAL^ | ALSO1A | NOT4 |
l | | | | |
m | meist | [MG] | aber | auch | nicht |
Bremen | dgskorpus_hb_03 | 31-45f If it doesn't work, well then, you have to teach them sign language. |
r | SIGN-LANGUAGE1B | TO-PUT1* | MUST1 | TO-TEACH1 |
l | | |
m | gebärdensprache | | muss | [MG] |
Bremen | dgskorpus_hb_03 | 31-45f Is there a stack of brochures on sign language courses in the doctor's office? |
r | | | TO-SIGN1A | TO-TEACH1 | BOOK1A | $PROD | PRESENT-OR-HERE1 |
l | |
m | gebärden{sprach}unterricht | brosch{üre} | auf | da |
Bremen | dgskorpus_hb_03 | 31-45f She took sign language classes. |
r | INVOLVED1A* | HERE1 | TO-SIGN1A | TO-TEACH1 |
l | |
m | | dabei | gebärdenunterricht |
Bremen | dgskorpus_hb_03 | 31-45f So far there were maybe one or two doctors in my sign language classes, but they both happened to be gynecologist. |
r | I1 | $GEST-TO-PONDER1^ | TO-SIGN1A* | TO-TEACH1 | I1 | SOME1 | PHYSICIAN1* |
l | | | | |
m | | | gebärdenunterricht | ich auch | einige | arzt |
Bremen | dgskorpus_hb_03 | 31-45f There were no general practitioners in my classes so far. |
r | | | TO-SIGN1A | TO-TEACH1 | I1 | GENERALLY1C | PHYSICIAN1 |
l | |
m | gebärdenunterricht | bei mir | allgemeinmediziner |
Bremen | dgskorpus_hb_03 | 31-45f For a long time there were two gynecologists in my class. |
r | | BUT1 | TO-SIGN1A* | TO-TEACH1 | LONG-TIME1A | TO-JOIN1A^* |
l | | | |
m | aber | gebärdensprachunterricht | lang | [MG] |
Bremen | dgskorpus_hb_05 | 61+f Having different schools there would be less deaf teachers. |
r | TEACHER1 | TO-REDUCE3* | THROUGH2A* | TO-TEACH1 |
l | |
m | lehrer | | | |
Bremen | dgskorpus_hb_05 | 61+f How could a deaf teacher get a job and teach? |
r | TEACHER1 | HOW-QUESTION-COMPARISON1 | TO-HIRE1C* | TO-TEACH1 |
l |
m | lehrer | wie | | unterrichten |
Hamburg | dgskorpus_hh_05 | 31-45m That would be just like only explaining to somebody that there is something like German Sign Language and that it is taught in classes. |
r | YES1A | OR4B* | LIKE3A* | TO-TEACH1 | $INDEX1 | TO-KNOW-OR-KNOWLEDGE2A* | SIGN-LANGUAGE1B* |
l | | $INDEX1 | $NUM-ONE-TO-TEN1A:1d | |
m | | | wie | | | weiß | |
Hamburg | dgskorpus_hh_07 | 18-30f In any case, deaf culture needs to be its own subject at schools. |
r | MUST1 | DEAF1A | CULTURE1A* | TO-TEACH1 | SHELF2A | IN-ADDITION1* |
l | | | |
m | muss | gehör{los} | kultur | unterrichtsfach | |
Hamburg | dgskorpus_hh_07 | 18-30f Okay, I can agree to integration, because the lesson/ more of the lesson content would be taught. |
r | $INDEX1 | TO-TEACH1* | CONTENT1* | TO-TEACH1 | OR1* | $GEST-TO-PONDER1^* | TO-TEACH1 |
l | | | |
m | | [MG] | [MG] | | o{der} | | unter{richt} |
Hamburg | dgskorpus_hh_07 | 18-30f Okay, I can agree to integration, because the lesson/ more of the lesson content would be taught. |
r | TO-TEACH1 | OR1* | $GEST-TO-PONDER1^* | TO-TEACH1 | CONTENT1* | FABRIC3A | VERY6 |
l | | | |
m | | o{der} | | unter{richt} | | stoff | [MG] |
Hamburg | dgskorpus_hh_07 | 18-30f And what would the lessons look like? |
r | THEN1A | HOW-QUESTION-COMPARISON1* | WHAT-DOES-IT-LOOK-LIKE1* | TO-TEACH1 | $GEST-OFF^* |
l | | |
m | dann | wie sieht aus | unter{richt} | |
Hamburg | dgskorpus_hh_07 | 18-30f A DGS [German Sign Language] teacher comes to educate and all the students learn sign language! |
r | $INDEX1 | LECTURER1* | DGS1 | TO-TEACH1 | ALL1A | SCHOOL1A* | TO-LEARN1 |
l | | | | |
m | | doz{ent} | d-g-s | [MG] | | schu{le} | ler{nen} |
Hamburg | dgskorpus_hh_07 | 18-30f Especially the idea of having classes with a hearing teacher and an interpreter is weird. |
r | IMAGINATION1A | SPECIAL-OR-PARTICULARLY1A | $INDEX1 | TO-TEACH1 | $PROD | HEARING1A* | $INDEX1* |
l | | | | | |
m | vor{stellen} | | | unterricht | | hörend | |
Hamburg | dgskorpus_hh_07 | 18-30f The quality of the lessons and the communication with the teachers was just really bad. |
r | | OWN1A^* | QUALITY1A | TO-TEACH1 | COMMUNICATION1A | SHIT1A* | $GEST-OFF^* |
l | | |
m | | qual{ität} | unterricht | kommu{nikation} | [MG] |
Köln (Cologne) | dgskorpus_koe_01 | 18-30f But then I thought to myself later, “Do I really want to teach physics all the time? Maybe that is not the right thing for me after all.” |
r | TEACHER2* | $GEST^ | PROFESSION1B | TO-TEACH1 | TROUBLE1 |
l | | |
m | … | [MG] | beruf | [MG] | mühe |
Köln (Cologne) | dgskorpus_koe_02 | 46-60f They can join the classes for the deaf people. |
r | | FOR1 | DEAF1B | TO-TEACH1 | $INDEX1 | GLADLY1 |
l | | | | |
m | für | taube | | | gern |
Köln (Cologne) | dgskorpus_koe_02 | 46-60f There are lecturers at school. |
r | MAIN1C^* | $ALPHA2:D | MAIN1C^* | TO-TEACH1 | SCHOOL1D* | $INDEX1 |
l | | |
m | dozent | dozent | dozent | | schule | |
Köln (Cologne) | dgskorpus_koe_02 | 46-60f Yes, lecturers teach there. |
r | | $ALPHA2:D* | $INDEX1 | TO-TEACH1 | $ALPHA2:D* | TO-EXTEND1^* | TO-PROMOTE1A |
l | |
m | dozenten | macht unterricht | | [MG] |
Köln (Cologne) | dgskorpus_koe_03 | 18-30m Someone should teach a class about this. |
r | | | | TO-TEACH1 | MUST1 | SCHOOL1A | TO-TEACH1 |
l | |
m | | muss | schule |
Köln (Cologne) | dgskorpus_koe_03 | 18-30m Someone should teach a class about this. |
r | TO-TEACH1 | MUST1 | SCHOOL1A | TO-TEACH1 | $GEST-OFF^ |
l | |
m | | muss | schule | |
Köln (Cologne) | dgskorpus_koe_06 | 46-60f The way of teaching was oral. |
r | ORAL1* | TO-SPEAK1A* | SHELF2A^* | TO-TEACH1 | $INDEX1 |
l | | | |
m | oral | [MG] | |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f At school in Turkey, were you taught in sign language? |
r | SCHOOL1A | $INDEX1 | IN-CONTAINED2* | TO-TEACH1 | WITH1A* | TO-SIGN1G* |
l | | |
m | schule | | | unter{icht} | mit |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f Of course, lessons were also held orally there. |
r | | | ALSO1A | TO-TEACH1 | ORAL1* | CLEAR1A* |
l | | |
m | auch | unter{richt} | [MG] | klar |
Köln (Cologne) | dgskorpus_koe_17 | 61+f Was it good? |
r | | | SCHOOL1C | TO-TEACH1 |
l | |
m | schule | unterricht |
Köln (Cologne) | dgskorpus_koe_20 | 31-45m Deaf and hard of hearing students attend the same school, but classes are held separate, isn‘t that right? |
r | HARD-OF-HEARING1 | INTEGRATION1^ | $ORAL^ | TO-TEACH1 | TO-SEPARATE1B* |
l | |
m | schwerhörig | [MG] | aber | unterricht | |
Köln (Cologne) | dgskorpus_koe_20 | 31-45m Yet, if there are two interpreters taking turns during those one-and-a-half hours of class, they each get a break, though. |
r | | BUT1* | ANYWAY2 | TO-TEACH1 | HOUR2B* | HALF6* | $NUM-ONE-TO-TEN1A:2 |
l | | | | |
m | aber | sowieso | unterricht | eine stunde | halb | zwei |
Köln (Cologne) | dgskorpus_koe_20 | 31-45m They are supposed to interpret all eight hours of a school day all by themselves? |
r | TO-BELIEVE2A | YOU1* | HOUR2B* | TO-TEACH1 | $INDEX1 | $NUM-ONE-TO-TEN1A:1d | INTERPRETER1 |
l | | | | |
m | glaub | du | acht stund | unterricht | | ein | dolmetsch |
Köln (Cologne) | dgskorpus_koe_22 | 46-60m I taught/ |
r | | I1 | TO-MAKE4* | TO-TEACH1 |
l | |
m | | mache | |
Leipzig | dgskorpus_lei_01 | 18-30m If for example I deploy an interpreter for evening classes for two weeks or three or four, that's ok. |
r | TO-HIRE1B* | EXAMPLE1* | SCHOOL1A* | TO-TEACH1 | EXAMPLE1* | WEEK1B* | WEEK1B* |
l | | | |
m | … | beispiel | schule | unterricht | | zwei wochen | drei wochen |
Leipzig | dgskorpus_lei_04 | 46-60m For instance, the local organisation of Suhl presented a skit about the oral education method. |
r | DISTRICT1 | TO-ORGANISE2A | TO-SEARCH1* | TO-TEACH1 | OVER-OR-ABOUT1 | ORAL1* | EDUCATION-OR-UPBRINGING1B* |
l | | | |
m | bezirke | organisation | suhl | [MG] | über | oral | erziehung |
Leipzig | dgskorpus_lei_04 | 46-60m Of course I taught LBG [LBG is short for signed spoken language, and titles the German Sign Language form that follows the German grammar]. |
r | | CLEAR1A* | $ALPHA1:L-B-G | TO-TEACH1 | ALL2A^* | |
l | | | | ON-PERSON1* |
m | klar | l-b-g | | | |
Leipzig | dgskorpus_lei_04 | 46-60m She came while I was teaching a class. |
r | | I1* | TO-GIVE2 | TO-TEACH1 |
l | TO-JOIN1A^* |
m | besuch | und ich | gebe | unterricht |
Leipzig | dgskorpus_lei_04 | 46-60m She said, that I should quit teaching there. |
r | I1 | SHALL1 | $INDEX1 | TO-TEACH1 | $INDEX1* | OFF1B^ |
l | | | | | |
m | ich | soll | | unterricht | | ausscheiden |
Leipzig | dgskorpus_lei_10 | 31-45m What they do, whether their teaching is good or not. |
r | WHAT1A* | $INDEX1 | SUPER2* | TO-TEACH1 | SUPER2* | NEVERTHELESS5 | $GEST-OFF^ |
l | | | | | |
m | was | | | | | trotzdem | |
Leipzig | dgskorpus_lei_10 | 31-45m Just think about it: seventh and eighth graders are supposed to learn the same thing, that’s not going to work. |
r | IMAGINATION1A | $GEST-OFF^* | CLASS1* | TO-TEACH1 | CLASS1* | $NUM-ONE-TO-TEN1A:8d | TEAM-OR-CREW1^* |
l | $INDEX1 | $INDEX1 | |
m | vorstellen | | klasse | | klasse | acht |
Leipzig | dgskorpus_lei_10 | 31-45m Usually, people who are old and have been teaching at schools for the deaf for a long time are able to sign well. |
r | YEAR2B* | DEAF1A* | SCHOOL1C* | TO-TEACH1 | TO-SIGN1A | SUPER1 |
l | | | | |
m | jahr | gehörlosenschule | unterricht | | [MG] |
Leipzig | dgskorpus_lei_11 | 31-45f At school, the lessons were held only orally, too. |
r | THEN1A | SCHOOL1A | CLEAR1A* | TO-TEACH1 | $INDEX1 | ORAL1 | $INDEX1 |
l | | | | | |
m | dann | schule | klar | unterricht | | oral | |
Leipzig | dgskorpus_lei_11 | 31-45f Should I choose a simplier profession like e.g. biology teacher? Good gracious! |
r | I1 | WEAK3* | WEAK4* | TO-TEACH1 | $GEST^ | $GEST-DECLINE1^* |
l | | |
m | … | [MG] | [MG] | biologie | [MG] | egal |
Leipzig | dgskorpus_lei_12 | 61+m Later on, there were some younger deaf people who I then could teach. |
r | YOUNG2 | TO-PUT-FROM-TO1A^* | I2 | TO-TEACH1 | TO-SIGN1G | $GEST-OFF^ |
l | | |
m | jung | | | | | |
Leipzig | dgskorpus_lei_12 | 61+m UTP means “Unterrichtstag in der sozialistischen Produktion” [school subject in the GDR; Engl. educational day in a socialist production work]. |
r | | | | TO-TEACH1 | DAY1A | $INDEX1 | TO-SHOW-FIST1^ |
l | | |
m | unterrichtstag | | sozialistischen |
Leipzig | dgskorpus_lei_12 | 61+m I taught a friend‘s acquaintance and she proposed to get to know each other better. |
r | $MORPH-FEMALE1* | $INDEX1 | $INDEX1 | TO-TEACH1 | TO-GIVE1A^* | TO-SHOW1A* | TO-GIVE1* |
l | | | | |
m | … | | | | | zeigen | |
Münster | dgskorpus_mst_10 | 46-60f Those are just some examples we used to have in our classes in school. |
r | | | | TO-TEACH1 | PAST1^* | SCHOOL1A* | RULE1E^ |
l | |
m | | | schule | |
Münster | dgskorpus_mst_11 | 61+m Now I had to go to the lessons at school, and the teachers were fiddling about in my mouth. |
r | | AND1 | TEACHER1* | TO-TEACH1 | $PROD | $PROD | I2 |
l | | |
m | und | lehrer | unterricht | [MG] | [MG] | |
Münster | dgskorpus_mst_11 | 61+m He taught them language lessons in Prussia. |
r | | | | TO-TEACH1 | | CITY-NAMES2A^ |
l | LANGUAGE1 | TO-PUT-FROM-TO1A^* | |
m | sprachunterricht | preußen | preußen |
Münster | dgskorpus_mst_11 | 61+m Of course, the alarms during the day I experienced at school, during the lessons. |
r | | | | TO-TEACH1 | HOUR2A* | ALSO1A* |
l | I1 | SCHOOL3* | TIME7C* | | |
m | | schule | zeit | unterricht | stunde | |
Münster | dgskorpus_mst_11 | 61+m The daughter #Name1 was allowed to continue teaching. |
r | $INDEX1 | $NAME | FURTHER1A | TO-TEACH1 |
l | |
m | … | ?? | weiter | unterricht |
Münster | dgskorpus_mst_11 | 61+m His lessons were strict, but he rarely hit our hands or gave beatings in general. |
r | | | | TO-TEACH1 | STRICT2 | $ORAL^ | PENALTY1A |
l |
m | unterricht | streng | aber | [MG] |
Münster | dgskorpus_mst_11 | 61+m She continued teaching at a deaf school there for a long time. |
r | | DEAF1A* | SCHOOL1C | TO-TEACH1 | RIGHT-OR-AGREED1^ | $INDEX1 | TO-TEACH1 |
l | | | | |
m | | schule | [MG] | osnabrück |
Münster | dgskorpus_mst_11 | 61+m She continued teaching at a deaf school there for a long time. |
r | TO-TEACH1 | RIGHT-OR-AGREED1^ | $INDEX1 | TO-TEACH1 |
l | | |
m | [MG] | osnabrück |
Münster | dgskorpus_mst_13 | 46-60f After class I’d receive various books so that I was able to study further for my future. |
r | | | AFTER1* | TO-TEACH1 | TO-OBTAIN3* | I1* | $GEST-OFF^ |
l | | | |
m | nach | unterricht | bekomm | |
Münster | dgskorpus_mst_13 | 46-60f My friend #Name1 and I visited each other a lot, learned from one another and therefore taught ourselves well. |
r | SELF1A | BOTH2A* | GOOD1* | TO-TEACH1 |
l | | | |
m | selbst | gute | unterricht |
Münster | dgskorpus_mst_16 | 61+m My father wanted to send me to a college. |
r | TO-SEND-OR-TO-DISPATCH1^* | HIGH3A | SCHOOL1C | TO-TEACH1 |
l | | | |
m | schicken | hochschule | [MG] |
Münster | dgskorpus_mst_16 | 61+m I was glad that I received proper instructions from a hearing person. |
r | THERE1 | RIGHT-OR-CORRECT1A* | HEARING1A | TO-TEACH1 |
l | | |
m | da | richtig | hörend | unterricht |
München (Munich) | dgskorpus_mue_06 | 18-30f Courses are better at middle schools. |
r | SCHOOL1A | | | TO-TEACH1 |
l | $INDEX1 | BETTER2* |
m | … | | | |
München (Munich) | dgskorpus_mue_06 | 18-30f They learn spoken language in class by way of a change for them. |
r | | | IN1* | TO-TEACH1 | TO-TEACH1* | ALREADY1B* | |
l | $INDEX1 |
m | unterricht | | schon | |
München (Munich) | dgskorpus_mue_07 | 18-30m It would be different if schools around the world talked more about the topic disability and deafness. |
r | WORLD1 | ALL1A* | SCHOOL4 | TO-TEACH1 | SEVERELY-DISABLED1 | $LIST1:1of1d | |
l | | WHAT-DOES-THAT-MEAN1* |
m | welt | alle | schule | | über behinderung | | was |
München (Munich) | dgskorpus_mue_10 | 31-45m In school, the oral method was used for teaching exclusively. |
r | SCHOOL1C | | | TO-TEACH1 | |
l | | ALL1A* | ORAL1 | ATTENTION1A^* |
m | schule | [MG] | |
München (Munich) | dgskorpus_mue_13 | 46-60m A year before I finished school in Nuremberg I had a teacher who taught us how to calculate plane measurements. |
r | $INDEX1 | TEACHER1* | $GEST-OFF^ | TO-TEACH1 | MORE1* | MATHEMATHICS1B | PLAIN-AREA1* |
l | |
m | | lehrer | | | mehr | | fläche |
Rostock | dgskorpus_mvp_01 | 18-30m So for example we showed what it is like in school, just for the fun of it. |
r | USUAL1 | | | TO-TEACH1 | SCHOOL1A | HOW-QUESTION-COMPARISON1 | EXAMPLE1 |
l | FUN1* | FOR1 |
m | normal | spaß | für | unterricht | schule | wie | beispiel |
Rostock | dgskorpus_mvp_07 | 31-45f I know that we were supposed to have class from 8 to 10 am but the teacher just didn't show up. |
r | UNTIL1 | $NUM-CLOCK1A:10* | RIGHT-OR-CORRECT1B* | TO-TEACH1 | $PROD | TEACHER1* | $GEST^ |
l | |
m | bis | zehn uhr | | unterricht | | lehr{er} | |
Rostock | dgskorpus_mvp_08 | 46-60m After our classes, we had two hours of gym. |
r | ALL2A | ALSO1A | SCHOOL1C | TO-TEACH1 | DONE1A | OVER2B | TO-DO-GYMNASTICS1 |
l | | | |
m | alle | auch | schule | unterricht | | vorbei | turnen |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m English classes are taught in German Sign Language. |
r | TEACHER5* | GOOD1 | ON-PERSON1* | TO-TEACH1 | AND5 | $GEST-OFF^* | ORAL1* |
l | | | | | |
m | lehrer | [MG] | | | und | | [MG] |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m It would be best if the teacher knew BSL. |
r | $INDEX1 | BEST1 | $GEST-OFF^ | TO-TEACH1 | PERSON1 | BSL1 | $GEST-OFF^ |
l | | | | |
m | | besten | | | | b-s-l | |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m He teaches English in Cologne. |
r | | | | TO-TEACH1 | SELF1A* | $INDEX1 | COLOGNE2* |
l | | |
m | | selbst | | köln |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m He teaches English in Cologne. |
r | $INDEX1 | COLOGNE2* | ENGLAND2* | TO-TEACH1 | WORD1^ | $INDEX1 |
l | | | | |
m | | köln | englisch | | | |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m He teaches in sign language. |
r | | | | TO-TEACH1 | TO-SIGN1A |
l |
m | | |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m I asked him how he’s teaching the signs. |
r | HOW-QUESTION-COMPARISON1* | $INDEX1* | TO-SIGN1A* | TO-TEACH1 |
l | |
m | wie | | | |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m Does the teaching at school differ that much? |
r | | SCHOOL1B* | SCHOOL1A* | TO-TEACH1 | DIFFERENT1* | $INDEX1 | DIFFERENT1* |
l | |
m | schule | unterricht | anders |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m His son tried to explain how logical it was, but it was just taught differently in Bavaria. |
r | | | | TO-TEACH1 | LOGICAL1* | TO-BELONG1 | $GEST-OFF^ |
l | | |
m | | logisch | | |
Nürnberg (Nuremberg) | dgskorpus_nue_08 | 18-30f In my everyday life at school, I just sit in classes where the teachers use LBG [signed German]. |
r | I2 | EVERYDAY-LIFE1* | I2 | TO-TEACH1 | I2 | TO-LOOK-AT2^* | TO-SIGN1A |
l | | | | | |
m | | täglich | | unter{richt} | | | |
Nürnberg (Nuremberg) | dgskorpus_nue_08 | 18-30f But, hypothetically, if you don’t understand something in class because they were speaking, that time is wasted. |
r | $INDEX2 | IMAGINATION3* | $INDEX1* | TO-TEACH1 | ORAL1* | $INDEX1 | NOT5* |
l | | | | | |
m | | vor{stellen} | | unterricht | [MG] | | nicht |
Nürnberg (Nuremberg) | dgskorpus_nue_08 | 18-30f Then imagine what that’s like at a school with oral lessons. |
r | I1 | SCHOOL4* | $GEST-OFF^ | TO-TEACH1 | $GEST-OFF^ | ORAL1* | $GEST-OFF^ |
l | | |
m | | schule | | | | [MG] | |
Schleswig-Holstein | dgskorpus_sh_08 | 46-60m Until I went to East Germany where I saw the book and knew that it was the same as in West Germany, and that I had learned exactly these sentences in school. |
r | $GEST-NM^ | BOTH2A | WEST1A | TO-TEACH1 | I1 | SENTENCE2 | SAME2A* |
l | | | |
m | | | west | | | satz | |
Stuttgart | dgskorpus_stu_01 | 46-60f She went to one of the knitting classes. |
r | | TO-TEACH1^ | TO-KNIT1 | TO-TEACH1 | $INDEX1 | TO-TEACH1 |
l | TO-COME1* | |
m | | stricken | unt{erricht} | |
Stuttgart | dgskorpus_stu_01 | 46-60f She went to one of the knitting classes. |
r | TO-KNIT1 | TO-TEACH1 | $INDEX1 | TO-TEACH1 |
l | |
m | … | unt{erricht} | |
Stuttgart | dgskorpus_stu_02 | 18-30f Classes were much easier than before. |
r | | | | TO-TEACH1 | EVERYTHING1A* | EASY1 | AS-OR-THAN3 |
l | | |
m | unterricht | alles | einfach | als |
Stuttgart | dgskorpus_stu_05 | 61+m I think that the educational approach as such was good, but the school was bad. |
r | EDUCATION-OR-UPBRINGING2B | SUPER1 | SCHOOL1E* | TO-TEACH1 | BAD-OR-STALE2* |
l | | | |
m | erziehung | aber | schule | [MG] |
Stuttgart | dgskorpus_stu_05 | 61+m That’s what the nun’s classes were like back then. |
r | NUN1 | TO-KNOW-OR-KNOWLEDGE2A | NUN1 | TO-TEACH1 | $GEST-OFF^ |
l | |
m | nonne | schwester | |
Stuttgart | dgskorpus_stu_05 | 61+m School lessons were held rather simple. |
r | | | | TO-TEACH1 | $GEST-OFF^ | SCHOOL1E | SMOOTH-OR-SLICK1^* |
l | |
m | unterricht | schule | [MG] |
Stuttgart | dgskorpus_stu_07 | 46-60m After, ESL can be taught as an additional language, to broaden one’s horizon. |
r | CLASS2* | $ALPHA1:E-S-L | IN-ADDITION1 | TO-TEACH1 | THIS-AND-THAT2^ | $GEST-OFF^ |
l | | |
m | klasse | e-s-l | [MG] | mehr | |
Stuttgart | dgskorpus_stu_08 | 61+f Classes had to be held politically. |
r | | MUST1 | POLITICS1 | TO-TEACH1 |
l | |
m | muss | politisch | unterricht |
Stuttgart | dgskorpus_stu_08 | 61+f They weren't educated politically. |
r | | $GEST-OFF^ | POLITICS1 | TO-TEACH1 | $GEST^ |
l | $INDEX1 |
m | | wurde | politisch | unterrichtet |
Stuttgart | dgskorpus_stu_13 | 31-45f There are no such subjects as biology or physics anymore. |
r | | | | TO-TEACH1 | SUBJECT1 | EXAMPLE1* | BIOLOGY2 |
l |
m | unterricht | thema | beispiel | biologie |
Stuttgart | dgskorpus_stu_13 | 31-45f In the beginning, the idea seemed good, because the children usually only focus on one thing during lessons. |
r | IDEA2A | WHY1 | OFTEN1B | TO-TEACH1 | CHILD2* | TO-FOCUS1 |
l | | | | |
m | idee | warum | oft | unterricht | kinder | |
Stuttgart | dgskorpus_stu_13 | 31-45f My husband thinks one should skip all of this and get back to how teaching used to be. |
r | INVOLVED1A* | PAST-OR-BACK-THEN1* | OLD5B | TO-TEACH1 | TO-STAY3 |
l | | |
m | | | alt | | bleibt |
Stuttgart | dgskorpus_stu_13 | 31-45f I could teach them myself then. |
r | | | TO-BELONG1^* | TO-TEACH1 |
l | |
m | selbst |
Stuttgart | dgskorpus_stu_13 | 31-45f The way I see it, I'd rather teach my children according to what I think is good. |
r | SOMETIMES1 | LIKE4A* | RATHER1 | TO-TEACH1 | BOTH2A* | LIKE-THIS1A | IMAGINATION3 |
l | | | | | |
m | manchmal | wie | lieber | | | so | vorstellung |
Stuttgart | dgskorpus_stu_13 | 31-45f The way I see it, I'd rather teach my children according to what I think is good. |
r | IMAGINATION3 | PERSON2B | BETTER1 | TO-TEACH1 |
l | | |
m | vorstellung | [MG] |
Stuttgart | dgskorpus_stu_13 | 31-45f I'd really like to ask those people who compile the concepts whether they used to be teachers and have experience teaching or just apply theoretical knowledge. |
r | I1 | $GEST^ | PAST-OR-BACK-THEN1 | TO-TEACH1 | EXPERIENCE-OR-KNOWLEDGE6A* |
l | | | |
m | ich | | | | erfahrung |
Stuttgart | dgskorpus_stu_13 | 31-45f Or professors who went to university and know better how to teach. |
r | TO-KNOW-OR-KNOWLEDGE2A | BETTER1 | HOW-QUESTION1 | TO-TEACH1 |
l | | |
m | weiß | besser | wie | unterricht |
Stuttgart | dgskorpus_stu_13 | 31-45f One student from college wanted to sit in on the course and watch the teaching in my class. |
r | HOW-QUESTION1 | AREA1A^ | LIKE-THIS1A | TO-TEACH1 |
l | |
m | wie | | so | unterricht |
Stuttgart | dgskorpus_stu_13 | 31-45f So the course subject was being ignored and we talked about hearing aids. It happened a few times. |
r | | | SUBJECT1 | TO-TEACH1 | DEVIATION3 | HEARING-AID1 | OFTEN2B |
l | | |
m | thema | unterricht | [MG] | hörgerät | [MG] |
Stuttgart | dgskorpus_stu_13 | 31-45f That's why I didn't learn much in physics. I didn't catch a thing. |
r | I1 | PHYSICS1 | SUBJECT1* | TO-TEACH1 | FABRIC4B | TO-BELIEVE2A | LITTLE-BIT4* |
l | | | |
m | | physik | | unterrichtsstoff | glaube | zu wenig |
Stuttgart | dgskorpus_stu_15 | 61+f I say this because, looking back at my own school days long time ago, classes were taught in a completely different way than they are nowadays. |
r | DIFFERENT1 | DIDACTICS1A | SCHOOL1D* | TO-TEACH1 | DIFFERENT1 | SHAPE1A | DIFFERENT1 |
l | |
m | anders | di{da}ktisch | schule | unterricht | anders | form | anders |
Berlin | dgskorpus_ber_01 | 18-30m I had to take classes in Math and German, and things like that. |
r | | | I1 | TO-TEACH1* | MUST1* | TO-CALCULATE1* | GERMAN1 |
l | | |
m | | | muss | | deutsch |
Berlin | dgskorpus_ber_01 | 18-30m I was quite good at school. Yet, I missed quite a bit of the subject matter, because I mostly played with the other children. |
r | | | I1 | TO-TEACH1* | GOOD3* | I1* | TO-TEACH1* |
l | | |
m | | | gut | | |
Berlin | dgskorpus_ber_01 | 18-30m I was quite good at school. Yet, I missed quite a bit of the subject matter, because I mostly played with the other children. |
r | TO-TEACH1* | GOOD3* | I1* | TO-TEACH1* | TO-MISS-STH1^* | I1 | MOST1B* |
l | | | |
m | | gut | | | [MG] | | meist |
Berlin | dgskorpus_ber_01 | 18-30m Things I had never understood beforehand were explained to me, and I finally began to understand more and more. |
r | WEIRD1^* | I1* | NO-CLUE1 | TO-TEACH1* | UPHILL-IMPROVING1* |
l | | | |
m | [MG] | | | | [MG] |
Berlin | dgskorpus_ber_01 | 18-30m Exactly, I took classes in ASL and started to get better. |
r | TO-EAT-OR-FOOD2* | TO-OBTAIN1* | BEGINNING1A | TO-TEACH1* | ASL1 | TO-TEACH1* | UPHILL-IMPROVING1* |
l | | |
m | essen | | anfang | | a-s-l | | [MG] |
Berlin | dgskorpus_ber_01 | 18-30m Exactly, I took classes in ASL and started to get better. |
r | BEGINNING1A | TO-TEACH1* | ASL1 | TO-TEACH1* | UPHILL-IMPROVING1* | CAN2B | $GEST-OFF^ |
l | |
m | anfang | | a-s-l | | [MG] | | |
Berlin | dgskorpus_ber_01 | 18-30m Diana took lessons and learned signing, that’s what I heard of. |
r | | | TO-LEARN3* | TO-TEACH1* | YES2 | BEEN1 | TO-LEARN-STH1A* |
l | | | | |
m | gelernt | | | gewe{sen} | erfahren |
Berlin | dgskorpus_ber_01 | 18-30m He doesn't judge others on their level of knowledge, and he taught me a lot. Since then, things have been looking up for me. |
r | FEELING3 | BEHAVIOUR2 | I1 | TO-TEACH1* | $INDEX1* | I1 | UPHILL-IMPROVING1* |
l | | | |
m | | | | | | | [MG] |
Berlin | dgskorpus_ber_01 | 18-30m I didn't know as much; I wasn't as sophisticated as he was, but he taught me a lot, and I improved quickly. |
r | LEVEL-OR-STANDARD1 | NOT-YET2* | I1 | TO-TEACH1* | I1 | UPHILL-IMPROVING1* |
l | | |
m | | noch nicht | | | | [MG] |
Berlin | dgskorpus_ber_01 | 18-30m No one taught me a thing in Halberstadt. |
r | I1 | HALF1B | CITY2 | TO-TEACH1* | NONE8 | TO-TEACH1* | HISTORY-OR-STORY1^* |
l | | |
m | | halberstadt | | [MG] | | |
Berlin | dgskorpus_ber_01 | 18-30m No one taught me a thing in Halberstadt. |
r | CITY2 | TO-TEACH1* | NONE8 | TO-TEACH1* | HISTORY-OR-STORY1^* |
l | |
m | … | | [MG] | | |
Berlin | dgskorpus_ber_06 | 31-45m I showed it to my mum, and she said that the teacher was crazy and that he was being too strict. |
r | TO-BE-OUT-OF-ONES-HEAD2 | $INDEX1* | $GEST-OFF^ | TO-TEACH1* | EXACTLY2 | $GEST-OFF^* |
l | | |
m | | | | | [MG] | |
Berlin | dgskorpus_ber_08 | 46-60f Upstairs, the room was too small and dark to hold classes there. |
r | TO-GET-DARK1* | DARK1 | | TO-TEACH1* | | | DARK1* |
l | CAN1* | CAN1* | $GEST-OFF^* |
m | dunkel | kann nicht | unterrichten | [MG] | | dunkel |
Berlin | dgskorpus_ber_08 | 46-60f It was still dark and since we had taken the fuses, it wasn't possible to hold a class. |
r | TO-GET-DARK1 | TEACHER2* | | TO-TEACH1* | | | EARLY2* |
l | $INDEX1 | CAN1* | $GEST-OFF^* | |
m | dunkel | | | unter{richt} | [MG] | | |
Berlin | dgskorpus_ber_08 | 46-60f Through the interpreter, I was able to catch 50% of what was being said. |
r | TO-TRANSFER1C^* | | | TO-TEACH1* |
l | $NUM-TENS2A:5* | PERCENT1 |
m | | fünfzig | prozent | |
Berlin | dgskorpus_ber_08 | 46-60f I know that working in the accounting department isn't easy. You need to be trained to work there. |
r | NOT2* | EASY1* | TO-NEED1* | TO-TEACH1* |
l | | |
m | nicht | einfach | brauch | |
Berlin | dgskorpus_ber_10 | 31-45m It is not my job to give extra lessons, he should do it himself. |
r | MUST1 | I1 | EXTRA1 | TO-TEACH1* | TO-NEED1* | SELF1A* |
l | | | | |
m | muss | extra | unterricht | brauch nicht | selbst |
Berlin | dgskorpus_ber_11 | 61+m It was #Name2’s class. His education was tough and cruel, but it did have its advantages. |
r | | $NAME | $INDEX1 | TO-TEACH1* | ATROCIOUS5* | $INDEX4 | ADVANTAGE1 |
l | | | | |
m | #name2 | | | grausam | | vorteil |
Berlin | dgskorpus_ber_11 | 61+m That’s what he taught us. He also had us do gymnastics as a breathing exercise. We had to tighten all our muscles. |
r | | | | TO-TEACH1* | IN-ADDITION1* | AND3* | $LIST1:2of2d |
l | |
m | | | und | zweit{ens} |
Berlin | dgskorpus_ber_11 | 61+m The deaf school, well, no, that would not be good. |
r | | | DEAF1A | TO-TEACH1* | I2 | $GEST-NM-SHAKE-HEAD1^ |
l | | |
m | gehörlosenschule | | |
Berlin | dgskorpus_ber_11 | 61+m It has been a legal requirement for a while now that teachers there are obliged to sign in class! |
r | TEACHER2* | MUST1* | TO-SIGN1A | TO-TEACH1* | CAN1 |
l | | | |
m | lehrer | muss | | im | könnte |
Berlin | dgskorpus_ber_12 | 31-45f A role model who is part of the Deaf community and who is a great person himself, that would be Thomas Geißler, the teacher, for me. |
r | $NAME-THOMAS-GEISSLER1* | $GEST-OFF^ | TEACHER2 | TO-TEACH1* |
l | |
m | thomas geißler | lehrer | |
Frankfurt | dgskorpus_fra_02 | 31-45m Great! I already made a list about which parts of the German Sign Language were influenced heavily by the oral teaching method. |
r | VERY6* | THROUGH2A* | ORAL1* | TO-TEACH1* | TO-AFFECT1* |
l | | | |
m | [MG] | durch | oral | einfluss |
Frankfurt | dgskorpus_fra_02 | 31-45m The teachers noticed that many of the children weren’t able to sign which made them able to teach signs like IF-OR-WHEN. |
r | GOOD1^* | TEACHER2 | QUOTATION-MARKS2* | TO-TEACH1* | TO-SIGN1A | $INDEX2* | IF-OR-WHEN1A |
l | | |
m | | lehrer | | unterricht | gebärden | | wenn |
Frankfurt | dgskorpus_fra_03 | 46-60m Lessons were still held orally, though, until about five years before our release from school. |
r | | ONLY2A | $INDEX1* | TO-TEACH1* | $GEST^* | AS-ALWAYS1* | $PROD |
l | | | |
m | nur | | unterricht | [MG] | | |
Frankfurt | dgskorpus_fra_03 | 46-60m You could say I wasted all that time in school. |
r | BEFORE1B* | SCHOOL1A | $PROD | TO-TEACH1* | $INDEX1 | LIKE6* | TO-LIVE4* |
l | | | |
m | | schule | | | wie | leben |
Frankfurt | dgskorpus_fra_03 | 46-60m When the break was over, everyone went to their seats and sat down, and class started. |
r | $INDEX1* | TO-SIT1A | RIGHT-OR-AGREED1^* | TO-TEACH1* | GO-START2* | BEGINNING1A | TO-TEACH1 |
l | |
m | | | | | | anfang | unter{richt} |
Frankfurt | dgskorpus_fra_03 | 46-60m One time I thought class was lame, so I plugged in a short cable, which caused a short circuit and all lights went off. |
r | | I1 | $INDEX1 | TO-TEACH1* | BEGINNING1A | $GEST^ | $GEST-DECLINE1^ |
l | | |
m | | | [MG] | | [MG] | [MG] |
Frankfurt | dgskorpus_fra_04 | 61+m They thought a hearing person would teach art. |
r | | $INDEX1 | | TO-TEACH1* | $INDEX1 |
l | HEARING1A* | | ART6A* | |
m | … | | kunst | | |
Frankfurt | dgskorpus_fra_04 | 61+m They wanted the workshop to be more orally oriented. |
r | $INDEX1 | MORE1* | ORAL2* | TO-TEACH1* | $INDEX1 | TO-GO-THERE1 |
l | | | | | |
m | [MG] | mehr | | | | |
Frankfurt | dgskorpus_fra_04 | 61+m The kids with CIs were only taught spoken language, that’s why it was worse for them. |
r | | | | TO-TEACH1* | | $INDEX1 | UPWARDS1^* |
l | $INDEX1 | LOW1A^ | | |
m | | [MG] | [MG] | | [MG] |
Frankfurt | dgskorpus_fra_04 | 61+m A lot is missing, especially from the lessons. |
r | TO-OBTAIN1^* | MUCH-OR-MANY1A* | TO-LACK1B* | TO-TEACH1* | TO-LACK1B* | $GEST^ |
l | | |
m | … | fehlt fehlt | | fehlt | |
Frankfurt | dgskorpus_fra_04 | 61+m If you forbid that and focus solely on oralism, they won’t understand anything. |
r | | | | TO-TEACH1* | NO2A* | ORAL1* | BUT1* |
l | | | |
m | | nein | oral | aber |
Frankfurt | dgskorpus_fra_05 | 46-60m Certain people taught me some useful things. |
r | $INDEX1* | PERSON1* | CERTAIN1 | TO-TEACH1* | $INDEX1* |
l | | | |
m | aber | per{son} | bestimmt | [MG] | |
Frankfurt | dgskorpus_fra_05 | 46-60m It wasn't easy to teach someone who is deaf. |
r | | $GEST-NM-TO-SHRUG1^ | DEAF1A* | TO-TEACH1* | EASY1* | $GEST-OFF^ |
l | |
m | aber | | | nicht einfach |
Frankfurt | dgskorpus_fra_05 | 46-60m I had to practice a whole lot, but I did it. |
r | | MUCH-OR-MANY1A | $INDEX1* | TO-TEACH1* | $INDEX1* | TO-PRACTICE1 | $ORAL^ |
l | | | |
m | | viel | | | | aber |
Frankfurt | dgskorpus_fra_05 | 46-60m By only teaching the deaf people simple things and always shrugging it off. |
r | $INDEX1 | EASY1* | TEACHER1* | TO-TEACH1* | $INDEX1* | STEP-OR-STAGE5* | DOWN5* |
l | | | |
m | | einfach | | | | stufe | |
Frankfurt | dgskorpus_fra_08 | 18-30f During classes, we signed a little bit with one another. |
r | | THEN7 | EXACT4^* | TO-TEACH1* | I1^* | IF-OR-WHEN1A | BIT3* |
l | | | |
m | dann | | unter{richt} | wir | wenn | bisschen |
Frankfurt | dgskorpus_fra_08 | 18-30f It used to be prohibited to use sign language in class for quite some time, not even talking to your seat mate. |
r | NEVERTHELESS4 | TO-SAY2A* | $INDEX1 | TO-TEACH1* | WE1B | TO-SIGN1A | TO-MAKE-USE-OF-STH1* |
l | | | | |
m | trotzdem | | | unterricht | | ge{bärden}sprache | benutzen |
Frankfurt | dgskorpus_fra_08 | 18-30f We had to take part in classes orally and practice to speak and articulate. |
r | ATTENTION1* | FOR1 | THROUGH2A* | TO-TEACH1* | MUST1* | I1^ | WITH1A |
l | | | | | | |
m | [MG] | für | | unterricht | muss | wir | mit |
Frankfurt | dgskorpus_fra_10 | 61+f I told my mother about it and she said I wouldn‘t have to go there any longer because she was going to home-school me instead. |
r | SHE1* | SELF1A* | SHE1* | TO-TEACH1* |
l | | | |
m | | selber | |
Frankfurt | dgskorpus_fra_10 | 61+f My sister taught me/ |
r | | | $INDEX1* | TO-TEACH1* |
l | |
m | schwester |
Frankfurt | dgskorpus_fra_10 | 61+f She taught me sign language, and I got better/ |
r | | | $INDEX1* | TO-TEACH1* | I2* | TO-HAVE-STH-DOWN-TO-A-FINE-ART1* |
l | | |
m | schwester | [MG] | auf mich | [MG] |
Frankfurt | dgskorpus_fra_11 | 18-30m She didn't want to teach any Lithuanian sign language to my brother either. He was supposed to learn German and DGS [German sign language] only. |
r | | $INDEX1* | TO-WISH1A* | TO-TEACH1* | NOT3A | LITHUANIA2 | ONLY4 |
l | TO-GROW-UP1A | | | | | |
m | … | | wünsch | nicht | litauisch | nur |
Frankfurt | dgskorpus_fra_11 | 18-30m But back when he was little, he was supposed to learn DGS first, so that he couldn't get those languages messed up. |
r | DGS1* | MUST1* | DGS1* | TO-TEACH1* | | $ORAL^ | TO-BE-CONFUSED1 |
l | | | | TO-GROW-UP1A* |
m | | muss | [MG] | | warum | [MG] |
Frankfurt | dgskorpus_fra_11 | 18-30m I learned dancing at a workshop. |
r | | THROUGH2A* | WORKSHOP1B* | TO-TEACH1* | TO-DEVELOP2 |
l | |
m | durch | workshop | | |
Frankfurt | dgskorpus_fra_12 | 61+m We used them to make oil that we gave the teachers. That’s how they’d teach me. |
r | TEACHER1* | | $INDEX1* | TO-TEACH1* | $GEST-OFF^ |
l | | TO-PUT1 | |
m | lehrer | | | | |
Frankfurt | dgskorpus_fra_12 | 61+m After a while, I got private lessons. |
r | OFF-OR-AWAY1^ | PRIVATE1A* | $INDEX1* | TO-TEACH1* |
l | | | |
m | | privat | | [MG] |
Frankfurt | dgskorpus_fra_12 | 61+m I was relieved; I didn't have to study or write anything. |
r | | | I1* | TO-TEACH1* | I2* | RELIEVED2 | I1* |
l | | | | |
m | | | | [MG] | |
Frankfurt | dgskorpus_fra_12 | 61+m The way I see it/ I used to work together with another deaf guy/ the deaf guy couldn't teach me. |
r | $ORAL^ | $INDEX1 | DEAF1A* | TO-TEACH1* | CAN1* | $GEST-OFF^* |
l | | | | |
m | aber | | | | kann nicht | |
Frankfurt | dgskorpus_fra_14 | 31-45f The Sign Language course instructors want to establish it. |
r | | | SIGN-LANGUAGE1B* | TO-TEACH1* | TO-GUIDE1B* | TO-WISH1B | TO-FOUND-$CANDIDATE-FRA56^ |
l | |
m | gebärdensprachkursleiter | wünschen | |
Frankfurt | dgskorpus_fra_14 | 31-45f During the program we were taught constantly. After I successfully passed everything, I graduated. |
r | | | I1 | TO-TEACH1* | THROUGH1A | TO-ACCOMPLISH1A | OVERALL1A |
l | |
m | | | durch | schaffe | insgesamt |
Frankfurt | dgskorpus_fra_14 | 31-45f I would have to think of a concept, arrange class dates and times and organize everything as well as calculating revenues and expenses. |
r | AND2A | CONCEPT1 | AND2B | TO-TEACH1* | APPOINTMENT1A | TO-ARRANGE1 | CLOCK1 |
l |
m | und | konzept | | | termin | ausmachen | uhr |
Frankfurt | dgskorpus_fra_14 | 31-45f The deaf teacher was awesome und taught for four days straight. |
r | $NUM-ONE-TO-TEN1A:4 | DAY1A | FULL2A | TO-TEACH1* |
l | |
m | vier | tage | voll | |
Frankfurt | dgskorpus_fra_15 | 46-60m And that's because of his bad German lessons. |
r | THROUGH2A | $INDEX1 | GERMAN1 | TO-TEACH1* | BAD-OR-STALE1 | $GEST^ | $INDEX1* |
l | | | | | |
m | durch | | deutsch | unterrichtet | schlecht | | |
Göttingen | dgskorpus_goe_03 | 61+f My father had taught me everything beforehand. |
r | | ALREADY1A | DAD4 | TO-TEACH1* | THERE1* | $INDEX1 | I1 |
l | | | | |
m | schon | papa | [MG] | | | |
Göttingen | dgskorpus_goe_03 | 61+f I did some stupid things. The teacher gave lessons, but I didn't care at all. |
r | I1 | FOOLISH1 | TEACHER1* | TO-TEACH1* | THERE1* | I1* | $GEST-DECLINE1^ |
l | | | | |
m | | dummheit | lehrer | unterricht | [MG] | ich | [MG] |
Göttingen | dgskorpus_goe_03 | 61+f The apprenticeship was hard, because the classes at school had been so bad. |
r | $GEST-OFF^ | BECAUSE1 | SCHOOL1A | TO-TEACH1* | WEAK2 | $INDEX1* |
l | | |
m | | weil | schule | unterricht | schwach | |
Göttingen | dgskorpus_goe_04 | 31-45m Then one of them translated for us and said that German is obligatory at Dutch schools. |
r | HOLLAND1* | $INDEX1* | SCHOOL1A* | TO-TEACH1* | GERMAN1 | TO-TEACH1* | DUTY5 |
l | | |
m | | | schule | | deutsch | pflicht |
Göttingen | dgskorpus_goe_04 | 31-45m Then one of them translated for us and said that German is obligatory at Dutch schools. |
r | SCHOOL1A* | TO-TEACH1* | GERMAN1 | TO-TEACH1* | DUTY5 | INVOLVED1A* |
l | |
m | schule | | deutsch | pflicht | dabei |
Göttingen | dgskorpus_goe_04 | 31-45m But they do have German as a subject. |
r | $INDEX2 | PRESENT-OR-HERE1 | GERMAN1* | TO-TEACH1* |
l | | | | |
m | | deutsch |
Göttingen | dgskorpus_goe_07 | 18-30m After school, I took the school bus home. |
r | SCHOOL1A* | TO-SWARM1 | FUTURE1A^* | TO-TEACH1* | OVER4 | I1 | HOME6* |
l | | |
m | [MG] | dann | unterricht | vorbei | [MG] | heim |
Bremen | dgskorpus_hb_03 | 31-45f I often give sign language classes, too. |
r | OFTEN1B* | I1 | TO-SIGN1A | TO-TEACH1* | TEAM-OR-CREW1^* |
l | | |
m | oft | | gebärdensprachunterricht |
Bremen | dgskorpus_hb_03 | 31-45f The deaf parents recently started working together with the hearing parents in Oldenburg after I talked to them a couple times and convinced them to do so. |
r | DEAF1A | PARENTS1A | I1 | TO-TEACH1* | $GEST^ | TO-COLLECT3* | TO-INTERLOCK1A* |
l | | |
m | | eltern | | | | [MG] | |
Bremen | dgskorpus_hb_04 | 18-30f So we participants learned this way of dancing and could join in and try it ourselves. |
r | TO-GO-THERE1 | WHAT-DOES-THAT-MEAN1* | LIKE-THIS1A | TO-TEACH1* | WHAT-DOES-THAT-MEAN1 | PEOPLE2 | I1 |
l | | | | | |
m | | was | so | | was | | |
Bremen | dgskorpus_hb_04 | 18-30f Jürgen Endress directed it and worked on something together with all the children. |
r | $NAME-JÜRGEN-ENDRESS1* | $INDEX1 | TO-OFFER1 | TO-TEACH1* | CHILD2* | COHERENCE1B^* | TO-MIX3* |
l | | | |
m | … | | anbieten | [MG] | kinder | | |
Bremen | dgskorpus_hb_05 | 61+f When I talk to the staff of the health insurance companies, I mean when I teach hearing people, no one there knows how expensive a CI is. |
r | MUCH-OR-MANY1A | I1* | TO-SIGN1A* | TO-TEACH1* | OFTEN1B* | HEARING1A | TO-TEACH1* |
l | | | | |
m | viel | | | oft | hörende |
Bremen | dgskorpus_hb_05 | 61+f When I talk to the staff of the health insurance companies, I mean when I teach hearing people, no one there knows how expensive a CI is. |
r | TO-TEACH1* | OFTEN1B* | HEARING1A | TO-TEACH1* | $INDEX1* | ALL2A | TO-KNOW-OR-KNOWLEDGE2B |
l | | | | | |
m | | oft | hörende | | alle | weiß |
Bremen | dgskorpus_hb_05 | 61+f If the teacher's deaf but can't teach deaf students, is he supposed to teach hearing students then? |
r | TEACHER1 | SELF1A* | DEAF1A | TO-TEACH1* | LATER3* | DISSOLUTION1A^ | I1 |
l | | | | |
m | lehrer | selbst | | | später | [MG] | |
Bremen | dgskorpus_hb_05 | 61+f If the teacher's deaf but can't teach deaf students, is he supposed to teach hearing students then? |
r | I1 | HEARING1A | I1 | TO-TEACH1* |
l | | | |
m | | hörend | | |
Bremen | dgskorpus_hb_07 | 18-30m My teacher was hearing. |
r | | | | TO-TEACH1* | |
l | MAIN-POINT1B | HEARING1A* |
m | haupt | | hörend |
Hamburg | dgskorpus_hh_02 | 31-45f But you could also teach sign language to a hearing child. |
r | CHILD1* | HEARING1A* | TO-SIGN1G* | TO-TEACH1* | YOU1* | $GEST-NM-NOD-HEAD1^ | CAN1* |
l | | | |
m | kind | hör{end} | | | kann |
Hamburg | dgskorpus_hh_02 | 31-45f It lasted only until I started teaching in Rendsburg. |
r | RENDSBURG1A | $INDEX1* | I1 | TO-TEACH1* |
l | | | |
m | rendsburg | |
Hamburg | dgskorpus_hh_05 | 31-45m They also offered sign language classes to ensure their financial security. |
r | LECTURER2B | TO-SIGN1A* | LANGUAGE1* | TO-TEACH1* | TO-CONDUCT1* | TO-MIX2 | CAN1 |
l | | |
m | … | gebärdensprachunterricht | | mischen | kann |
Hamburg | dgskorpus_hh_05 | 31-45m I was allowed to sit in on the sign language classes as well and I was able to see how they structured the French Sign Language classes. |
r | | $INDEX1 | TO-SIGN1A* | TO-TEACH1* | I1 | WITH2 | TO-SEE1 |
l | | | |
m | | gebärdenunterricht | ich | mitschauen |
Hamburg | dgskorpus_hh_05 | 31-45m I was allowed to sit in on the sign language classes as well and I was able to see how they structured the French Sign Language classes. |
r | $INDEX1 | FRANCE3A | SIGN-LANGUAGE1B | TO-TEACH1* |
l | | |
m | | französische | gebärdensprachunterricht |
Hamburg | dgskorpus_hh_05 | 31-45m This way I got a peak into the concepts of teaching sign language classes early on. |
r | EARLY1A | HOW-QUESTION-COMPARISON1 | CONCEPT1 | TO-TEACH1* |
l | |
m | früh | wie | konzept | |
Hamburg | dgskorpus_hh_05 | 31-45m Back then the two of them came up to me and introduced me to sign language art and culture as well as principles of teaching sign language, for instance how to structure classes etc. |
r | TO-SIGN1B | LANGUAGE1* | DIDACTICS1A* | TO-TEACH1* | HOW-QUESTION-COMPARISON1 | TO-INTERNALISE1* |
l | |
m | gebärdensprachdidaktik | | wie | [MG] |
Hamburg | dgskorpus_hh_05 | 31-45m That would be just like only explaining to somebody that there is something like German Sign Language and that it is taught in classes. |
r | THERE-IS3 | TO-LET-KNOW1A* | YES1A | TO-TEACH1* |
l | | |
m | gibt | bescheid | | |
Hamburg | dgskorpus_hh_07 | 18-30f I used to have an interpreter with me during class at the vocational school. |
r | SCHOOL1A | I1* | $INDEX1* | TO-TEACH1* | WITH1A* | INTERPRETER1 | TO-APPOINT-SB1A* |
l | | | | |
m | … | | | | dolmetsch | [MG] |
Hamburg | dgskorpus_hh_07 | 18-30f It wasn’t a sign language class! More like a group to sit in and chat. |
r | | BUT1* | TO-SIGN1B | TO-TEACH1* | NOT4 | I1 | WHAT1B |
l | | | |
m | aber | gebärdenunterricht | [MG] |
Hamburg | dgskorpus_hh_07 | 18-30f I experienced it myself at vocational school. |
r | SELF1A* | PROFESSION1A* | SCHOOL1A* | TO-TEACH1* | TO-SIT-TOGETHER1 |
l | | |
m | selbst | berufsschule | |
Hamburg | dgskorpus_hh_07 | 18-30f Would it be obligatory for the hearing kids to be taught in sign language? |
r | | | HEARING1A* | TO-TEACH1* | WITH1A* | TO-SIGN1A* | MUST1 |
l | $INDEX1 | | |
m | hörend | | | geb{ärden} | muss |
Hamburg | dgskorpus_hh_07 | 18-30f Yes, those basics would be taught by deaf people. |
r | BASE-GROUND3* | EXACTLY-THAT1 | DEAF1A | TO-TEACH1* | $GEST-OFF^* |
l | |
m | grund | [MG] | gehörlos | unterrichten | ja aber |
Hamburg | dgskorpus_hh_07 | 18-30f Okay, I can agree to integration, because the lesson/ more of the lesson content would be taught. |
r | OKAY1A* | REASON4A* | $INDEX1 | TO-TEACH1* | CONTENT1* | TO-TEACH1 | OR1* |
l | | | |
m | okay | grund | | [MG] | [MG] | | o{der} |
Hamburg | dgskorpus_hh_07 | 18-30f I imagine it like bilingual lessons. |
r | | LIKE3A* | BILINGUAL1 | TO-TEACH1* | IMAGINATION1A | TOGETHER-PERSON1* |
l | |
m | wie | bi{lin}gual | un{terricht} | vorstellen | |
Hamburg | dgskorpus_hh_07 | 18-30f Who will be employed as a teacher and in what way, how will the lessons look, that’s all very debatable. |
r | DISCUSSION1A | $GEST-OFF^ | HOW-QUESTION-COMPARISON1 | TO-TEACH1* | WHAT-DOES-IT-LOOK-LIKE1 | TEACHER2* | PERSON1^* |
l | | |
m | | | wie | | wie aus | lehrer |
Hamburg | dgskorpus_hh_07 | 18-30f I think that’s good for the future of the child, too, having early communication through sign language, so that the development goes along well. |
r | GOOD1 | REASON4B* | $INDEX1 | TO-TEACH1* | ALREADY1B* | EARLY1A* | PROCEEDING1^* |
l | | | |
m | | grund | | | schon | früh |
Hamburg | dgskorpus_hh_07 | 18-30f If one wants to sign more intensively, for example on a level needed for German lessons, the knowledge of sign language isn’t enough. |
r | $GEST-OFF^ | DEEP1* | EXAMPLE1* | TO-TEACH1* | EXAMPLE1* | GERMAN1* | WHAT1B* |
l | $NUM-ONE-TO-TEN1A:1d | $NUM-ONE-TO-TEN1A:1d* |
m | | tief | bei{spiel} | unter{richt} | | | |
Hamburg | dgskorpus_hh_07 | 18-30f And that’s a teaching subject just for deaf students. |
r | | | LIKE3B* | TO-TEACH1* | SHELF2A | FOR1 | DEAF1A |
l | | |
m | wie | unter{richts}fach | für | |
Hamburg | dgskorpus_hh_07 | 18-30f It’s about what the lessons should look like. |
r | SHAPE1A* | HOW-QUESTION-COMPARISON1 | $GEST-OFF^* | TO-TEACH1* |
l |
m | form | wie | |
Hamburg | dgskorpus_hh_07 | 18-30f The lesson with a hearing teacher is serious. |
r | | | | TO-TEACH1* | SERIOUS1A |
l | |
m | | ernst |
Köln (Cologne) | dgskorpus_koe_02 | 46-60f Over there, sign language is prevalent, you always have an interpreter with you, and it is a good learning environment. |
r | I1* | UNIVERSITY2* | TO-LEARN5* | TO-TEACH1* | I2* |
l | | | | |
m | | u{niversität} | lernen | | |
Köln (Cologne) | dgskorpus_koe_02 | 46-60f If they are interested in connecting with deaf people they can join the classes. |
r | ALL2B | TO-OBTAIN3* | TEACHER1^* | TO-TEACH1* | $INDEX1* | TO-SPREAD1A^ | FURTHER1B* |
l | | |
m | | bekommen | | | [MG] | weiter |
Köln (Cologne) | dgskorpus_koe_06 | 46-60f They used the oral method. |
r | | $INDEX1* | ORAL1 | TO-TEACH1* |
l | | |
m | nein | | |
Köln (Cologne) | dgskorpus_koe_07 | 61+m I think about how I taught signs to little kids in the past. |
r | I2 | I2 | BEFOREHAND1 | TO-TEACH1* | TO-SIGN1A* |
l | | | |
m | … | schon vorher | | |
Köln (Cologne) | dgskorpus_koe_11 | 31-45f Rita Windbrake trained me there. |
r | | $ALPHA1:R | BLOW2^* | TO-TEACH1* |
l | |
m | rita windbrake | [MG] |
Köln (Cologne) | dgskorpus_koe_13 | 61+m My partner taught me how to fingerspell and then we practiced together. |
r | | BEGINNING1A | | TO-TEACH1* | | TO-PRACTICE1 |
l | I2 | $INDEX1 | MANUAL-ALPHABET1 |
m | ich | | | unterricht unterricht | fingeralphabet | |
Köln (Cologne) | dgskorpus_koe_13 | 61+m Hence I feel more comfortable in my teaching during my lessons. |
r | SECURE1 | | TO-SIGN1A | TO-TEACH1* |
l | I2 |
m | sicher | ich | | |
Köln (Cologne) | dgskorpus_koe_13 | 61+m I teach in Aachen, Erftstadt, Düren and sometimes in Cologne. |
r | SOMETIMES2 | COLOGNE2 | | TO-TEACH1* | $GEST-OFF^ |
l | $INDEX1 |
m | manchmal | köln | [MG] | |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f Comparatively, lessons in Germany are great. |
r | HERE1 | GERMAN1* | GOOD1 | TO-TEACH1* |
l | | | |
m | deutschland | gu{t} | [MG] |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f I wanted to be part of the group. I wanted to take part in the lesson and put up my hand whenever I knew something. |
r | TO-WISH1A* | ALSO1A* | TOGETHER1A* | TO-TEACH1* | I2 | INVOLVED1A* | TO-RAISE-HAND-OR-TO-SIGNAL1* |
l | | | | |
m | [MG] | auch | [MG] | unt{erricht} | dabei |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f Well, the lessons were great. |
r | | | BUT1* | TO-TEACH1* | GOOD3* |
l | |
m | ab{er} | u{nterricht} | [MG] |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f But the classes for the hard of hearing students were better than for the deaf students. |
r | | | | TO-TEACH1* | BUT1^* | FOR1* | TO-TEACH1* |
l | $GEST-OFF^* | | |
m | aber | unt{erricht} | dafür | unter{richt} |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f But the classes for the hard of hearing students were better than for the deaf students. |
r | TO-TEACH1* | BUT1^* | FOR1* | TO-TEACH1* | HARD-OF-HEARING1* | $INDEX1 | BETTER1* |
l | | | | | |
m | unt{erricht} | dafür | unter{richt} | schw{er}hör | besser |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f So the hard of hearing students had the better classes! |
r | | HARD-OF-HEARING1* | BETTER1 | TO-TEACH1* | $GEST-OFF^ | $GEST-NM-NOD-HEAD1^ |
l | | |
m | sch{wer}hör | bess{er} | unter{richt} | |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f That meant classes that were held at the school for the deaf were at a much lower standard. |
r | MORE3* | BAD3D* | LOW1A* | TO-TEACH1* |
l |
m | [MG] | [MG] | unt{erricht} |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f She works at a laundry shop. I‘m a lecturer. |
r | TO-LET1^* | I1 | TO-WORK1* | TO-TEACH1* |
l | |
m | | | arbei{t} | |
Köln (Cologne) | dgskorpus_koe_20 | 31-45m Although, it is expected of those with CIs, but then it is their wish to be part of a class that uses sign language. |
r | | ALTHOUGH1 | CI1 | TO-TEACH1* | EXPECTATION1C | $INDEX1 | THERE-IS3* |
l | | | |
m | obwohl | | | erwarten | aber | gibt |
Köln (Cologne) | dgskorpus_koe_20 | 31-45m I had six hours of school as a child, six hours. |
r | PAST-OR-BACK-THEN1 | SMALL3 | HOUR2B* | TO-TEACH1* | I2 | HOUR2B* |
l | | | |
m | früher | [MG] | sechs stunden | unterrricht | | stunden |
Leipzig | dgskorpus_lei_06 | 61+m Deaf people should keep acquiring new knowledge and go to study at universities or go to the Realschule [type of secondary school in Germany] and thus become smarter and smarter. |
r | TO-PERCEIVE-EYE1A^* | TO-STUDY1 | SCHOOL1C* | TO-TEACH1* | TO-KNOW-OR-KNOWLEDGE2A | TO-HAVE-STH-DOWN-TO-A-FINE-ART1* |
l | | | |
m | | student | realschule | | | |
Leipzig | dgskorpus_lei_10 | 31-45m That is not my task, they get paid for their job and should do it themselves, not me. |
r | $INDEX1 | $INDEX1 | TO1^* | TO-TEACH1* | TO-WANT-NO-PART-OF-STH2 | I1 | NOT4 |
l | | | | | |
m | … | | | | | | |
Leipzig | dgskorpus_lei_10 | 31-45m Just think about it: seventh and eighth graders are supposed to learn the same thing, that’s not going to work. |
r | TO-HIRE1A | LIKE2 | TO-LEARN3 | TO-TEACH1* | $INDEX1* | TO-BE-CONFUSED2 |
l | | |
m | … | wie | lernen | | | |
Leipzig | dgskorpus_lei_10 | 31-45m He was a good teacher. |
r | | | $INDEX1* | TO-TEACH1* | GOOD1* | $INDEX1* |
l | | | | |
m | | | | |
Leipzig | dgskorpus_lei_10 | 31-45m He taught all of us in the same way, using German and signs simultaneously. |
r | | | | TO-TEACH1* | ALL2A* | EQUAL1A* | TO-LEARN3* |
l | | |
m | | | gleich | |
Leipzig | dgskorpus_lei_10 | 31-45m I taught him that. |
r | | | I1 | TO-TEACH1* |
l | |
m | | |
Leipzig | dgskorpus_lei_10 | 31-45m In exchange he taught me German, how to phrase sentences nicely. |
r | | | CONVERSELY1* | TO-TEACH1* | WHAT1A* | GERMAN1* | TO-PHRASE1^ |
l | |
m | um | | was | deutsch | |
Leipzig | dgskorpus_lei_12 | 61+m Because of that boost I got from my teacher reading to me, I was able to memorize a lot of the stories we had read. |
r | THROUGH2B | TEACHER2* | TEACHER5* | TO-TEACH1* | TO-PROMOTE1B | I2 | BOOK1A |
l | |
m | durch | lehrer | | fördern | | |
Leipzig | dgskorpus_lei_12 | 61+m My teacher suggested becoming a writer. |
r | | EXAMPLE1 | $INDEX1 | TO-TEACH1* | TO-RECOMMEND1A* | TO-WRITE1B | $PROD |
l | | | |
m | [MG] | | | empfehlen | schriftsetzer |
Leipzig | dgskorpus_lei_12 | 61+m We were taught in typesetting. |
r | | $INDEX1 | WE1A | TO-TEACH1* | $PROD |
l | | |
m | | | | schriftsetzer |
Leipzig | dgskorpus_lei_12 | 61+m I learned a lot of new things and enjoyed the work. |
r | | $INDEX1 | TO-BRING1A^* | TO-TEACH1* | $PROD | $GEST^ | TO-LEARN-STH-NEW1* |
l | | |
m | | | | | | |
Leipzig | dgskorpus_lei_12 | 61+m Obviously, we had to be taught all of that; it was part of our socialist upbringing. |
r | CLEAR1B* | MUST1 | TO-SHOW1A* | TO-TEACH1* | $GEST^ | TO-SAY3* | $GEST^ |
l | | |
m | klar | muss | | | | | |
Münster | dgskorpus_mst_05 | 61+f The parents teach them, that's why they can sign. |
r | | | $INDEX1* | TO-TEACH1* | TO-SIGN1A* | CAN2A* | $INDEX1* |
l | | |
m | mama | unterricht | | kann | |
Münster | dgskorpus_mst_09 | 31-45f I will take part in the seminar soon anyway. |
r | TO-MAKE3* | TO-MAKE1 | TO-JOIN1B | TO-TEACH1* | ATTENTION1A^ | END1^* |
l | |
m | machen | [MG] | [MG] | | |
Münster | dgskorpus_mst_10 | 46-60f Later when the children started school they took religion classes. |
r | SCHOOL1C* | TO-SPREAD2^ | RELIGION2A | TO-TEACH1* |
l | |
m | schule | | religionsunterricht |
Münster | dgskorpus_mst_10 | 46-60f At some point I noticed that some immigrant children were playing outside while the Catholic and Lutheran class was taking place. |
r | TO-COME1 | OUTSIDE1 | $PROD | TO-TEACH1* | RELIGION2A* | CATHOLIC1A* | TO-TEACH1* |
l | | | |
m | | draußen | | unterricht | | katholischunterricht |
Münster | dgskorpus_mst_10 | 46-60f At some point I noticed that some immigrant children were playing outside while the Catholic and Lutheran class was taking place. |
r | TO-TEACH1* | RELIGION2A* | CATHOLIC1A* | TO-TEACH1* | $INDEX1 | LUTHERAN-$CANDIDATE-MST01^* | TO-TEACH1* |
l | | | |
m | unterricht | | katholischunterricht | | evangelischunterricht |
Münster | dgskorpus_mst_10 | 46-60f At some point I noticed that some immigrant children were playing outside while the Catholic and Lutheran class was taking place. |
r | TO-TEACH1* | $INDEX1 | LUTHERAN-$CANDIDATE-MST01^* | TO-TEACH1* |
l | | |
m | … | | evangelischunterricht |
Münster | dgskorpus_mst_10 | 46-60f But I don't have a set faith, I just learned some things in school in religion class. |
r | THROUGH2A* | SCHOOL1A* | $GEST-OFF^ | TO-TEACH1* | RELIGION2A | TO-TEACH1* |
l | |
m | durch | schule | | | religionsunterricht |
Münster | dgskorpus_mst_10 | 46-60f But I don't have a set faith, I just learned some things in school in religion class. |
r | $GEST-OFF^ | TO-TEACH1* | RELIGION2A | TO-TEACH1* |
l |
m | | | religionsunterricht |
Münster | dgskorpus_mst_10 | 46-60f Them I remembered my lessons from my religion class from my childhood. |
r | MEMORY-OR-REMINDER3B | PAST1^* | RELIGION2A | TO-TEACH1* | $INDEX1* |
l | | | |
m | erinnerung | [MG] | religionsunterricht |
Münster | dgskorpus_mst_10 | 46-60f And the teacher already talked about this in 1977. |
r | | | $INDEX1 | TO-TEACH1* | WAS1 | $NUM-TEEN1:9 | $NUM-DOUBLE1B:7d |
l | | |
m | [MG] | | war | neunzehnhundertsiebenundsiebzig |
Münster | dgskorpus_mst_10 | 46-60f And the teacher already talked about this in 1977. |
r | WAS1 | $NUM-TEEN1:9 | $NUM-DOUBLE1B:7d | TO-TEACH1* | $INDEX1 |
l | | |
m | war | neunzehnhundertsiebenundsiebzig | | |
Münster | dgskorpus_mst_10 | 46-60f That has also something to do with the fact that they repeat the same topics, e.g. parenting and education, in the same manner over and over again. |
r | | REASON4B | THE1 | TO-TEACH1* | EDUCATION-OR-UPBRINGING2A* | EDUCATION1* | REPETITION1A* |
l | |
m | grund | die | | erziehung | bildung | wieder |
Münster | dgskorpus_mst_11 | 61+m One of the classes had a lesson upstairs. |
r | | | | TO-TEACH1* | ABOVE1 | $ORAL^ | CLASS5* |
l | |
m | | | noch eine | klasse |
Münster | dgskorpus_mst_11 | 61+m One of the classes had a lesson upstairs. |
r | ABOVE1 | $ORAL^ | CLASS5* | TO-TEACH1* |
l | |
m | | noch eine | klasse | unter{richt} |
Münster | dgskorpus_mst_11 | 61+m They were upstairs, us younger ones were taught downstairs. |
r | | ABOVE1 | TEACHER1 | TO-TEACH1* | DOWN1 | YOUNG2* | TO-HIRE1A* |
l | | | | |
m | | lehrer | [MG] | | jung |
Münster | dgskorpus_mst_13 | 46-60f He didn’t really teach us. |
r | | | TEACHER2 | TO-TEACH1* | $GEST-OFF^* |
l | |
m | lehrer | [MG] | [MG] |
Münster | dgskorpus_mst_13 | 46-60f That's because of the teaching method that teachers choose. |
r | | THROUGH2A* | TEACHER2 | TO-TEACH1* |
l | |
m | durch | lehrer |
Münster | dgskorpus_mst_16 | 61+m Several different occupations were taught there, as well. |
r | THIS2 | DISTINCT2A* | PROFESSION7 | TO-TEACH1* | $GEST-OFF^ |
l | |
m | dies | verschieden | beruf | unterricht | [MG] |
München (Munich) | dgskorpus_mue_03 | 46-60m He was Curial Cardinal and Pope John Paul II was training him. |
r | $ALPHA1:K | $ALPHA1:K* | TO-ACCOMPANY1A* | TO-TEACH1* | LIKE-THIS4* | DONE1B |
l | | | |
m | kurienkardinal | unterrichten | so so so | fertig |
München (Munich) | dgskorpus_mue_03 | 46-60m I thought about Cardinal Ratzinger because he already had a lot of experience and because Pope John Paul II taught him a lot. |
r | $NUM-ORDINAL1:2d | ALREADY1A* | MUCH-OR-MANY1A* | TO-TEACH1* | I1 | TO-BELIEVE2A* | TO-CALCULATE1* |
l | | | | |
m | … | schon | viel | | [MG] | [MG] |
München (Munich) | dgskorpus_mue_06 | 18-30f Teachers don't know the bilingual concept and demands are getting higher nowadays. |
r | | TO-WIND1^ | | TO-TEACH1* | | HIGH5A* | CLAIM1 |
l | NOT-YET2* | $INDEX1 | NOW3* |
m | noch nicht | | | jetzt | hoch | anspruch |
München (Munich) | dgskorpus_mue_06 | 18-30f During class it's ok, because there are interpreters. |
r | | | $INDEX1 | TO-TEACH1* | GOOD1 | PAUSE1* | INTERPRETER1 |
l | | |
m | | unterricht | [MG] | pa{use} | dol{metscher} |
München (Munich) | dgskorpus_mue_06 | 18-30f They learn spoken language in class by way of a change for them. |
r | | IN1* | TO-TEACH1 | TO-TEACH1* | ALREADY1B* | | TO-TEACH1* |
l | $INDEX1 |
m | unterricht | | schon | | |
München (Munich) | dgskorpus_mue_06 | 18-30f They learn spoken language in class by way of a change for them. |
r | TO-TEACH1* | ALREADY1B* | | TO-TEACH1* | |
l | $INDEX1 | LANGUAGE1* |
m | | schon | | | lautsprache |
München (Munich) | dgskorpus_mue_06 | 18-30f Maybe it's because of today's teaching English in schools, as well which helps expand the vocabulary. |
r | | | $INDEX1 | TO-TEACH1* | IN-ADDITION-MORE-AND-MORE1 | MORE1* | WORD3* |
l | MORE1* | MORE1* | ENGLAND2* | |
m | [MG] | mehr | auch | englisch | mehr | mehr | wort |
München (Munich) | dgskorpus_mue_07 | 18-30m It would be different if schools around the world talked more about the topic disability and deafness. |
r | $LIST1:1of1d | | | TO-TEACH1* |
l | WHAT-DOES-THAT-MEAN1* | DEAF1A* |
m | | was | | |
München (Munich) | dgskorpus_mue_07 | 18-30m A teacher has to teach it if it is a regular subject in school. |
r | TEACHER2* | MUST1 | $GEST-OFF^ | TO-TEACH1* | SOMEHOW2 |
l | |
m | lehrer | muss | | | irgendwie |
München (Munich) | dgskorpus_mue_10 | 31-45m So someone came over one or two times a week to teach me some signs. |
r | | BIT2A | TO-SIGN1B* | TO-TEACH1* |
l | TO-VISIT-OR-TO-ATTEND1B* | |
m | | biss{chen} | | |
München (Munich) | dgskorpus_mue_10 | 31-45m And there’s foremen who teach there, as well.“ |
r | | $LIST1:2of2d* | MASTER2A | TO-TEACH1* | $GEST-OFF^* |
l | | |
m | | meister | |
München (Munich) | dgskorpus_mue_10 | 31-45m A couple of colleagues came to my sign language class and I taught them to sign. |
r | I2^* | $INDEX1* | TO-SIGN1A* | TO-TEACH1* | I2 | TO-EXPLAIN1 | TO-GET-IN1* |
l | | | | |
m | … | gebärdenkurs | |
München (Munich) | dgskorpus_mue_12 | 46-60f She was not only politically active, but she also taught sign language. |
r | SHELF2A* | ALSO1A | SIGN-LANGUAGE1B | TO-TEACH1* |
l | |
m | | auch | gebärdensprache |
München (Munich) | dgskorpus_mue_12 | 46-60f For two weeks, she held a seminar in Bonn, which I participated in. |
r | BONN2* | SEMINAR1 | $INDEX1 | TO-TEACH1* | I2 | TOGETHER2A^ | WEEK1B* |
l | | | | | |
m | bonn | seminar | | | für | zwei |
München (Munich) | dgskorpus_mue_12 | 46-60f The two weeks were divided, though. |
r | MEASURE-HORIZONTAL1^* | TIME1 | TO-SEPARATE5 | TO-TEACH1* | $INDEX1 |
l | |
m | | z{eit} | | | und |
München (Munich) | dgskorpus_mue_13 | 46-60m I had a hearing teacher who I didn’t understand at all because he taught us orally. |
r | | | | TO-TEACH1* | HEARING1A* | PERSON1 | TO-TEACH1* |
l | | |
m | ausbildung | hörend | |
München (Munich) | dgskorpus_mue_13 | 46-60m I had a hearing teacher who I didn’t understand at all because he taught us orally. |
r | TO-TEACH1* | HEARING1A* | PERSON1 | TO-TEACH1* | I2* | TO-UNDERSTAND1 | NOT1 |
l | | | | |
m | ausbildung | hörend | | | verstehen |
München (Munich) | dgskorpus_mue_13 | 46-60m He was by my side, and he taught me. |
r | $INDEX1 | TOGETHER-PERSON1 | BEGINNING1A* | TO-TEACH1* | $INDEX1 | $NAME | $INDEX1 |
l | | | |
m | | | anfang | | #name3 |
München (Munich) | dgskorpus_mue_13 | 46-60m Him and the hearing teacher took turns teaching, in a way you could call what they did interpreting. |
r | | | ALTERNATION1 | TO-TEACH1* | $GEST-OFF^ | LIKE3B | SHAPE1A |
l | PERSON1 | TO-STAY2* |
m | | bleibt aber | | | wie | form |
München (Munich) | dgskorpus_mue_13 | 46-60m It was because he came in to help that I could make progress, and I’m really grateful for that. |
r | THROUGH2A | TO-PUT-FROM-TO1A^* | $INDEX1 | TO-TEACH1* | I1 | UPWARDS1 | THANKS2 |
l | | | | | | |
m | durch | schule | | | | [MG] | dankbar |
München (Munich) | dgskorpus_mue_13 | 46-60m I already told you about how #Name3 came to help me. He also taught me mathematics. |
r | | | SELF1A* | TO-TEACH1* | $INDEX1 | $NUM-ONE-TO-TEN1A:2d | MONTH1 |
l | | | | |
m | | | | zwei m{onat} |
München (Munich) | dgskorpus_mue_13 | 46-60m I already told you about how #Name3 came to help me. He also taught me mathematics. |
r | TO-MOVE1^* | ALREADY1A* | TO-SAY1* | TO-TEACH1* | TO-SAY1 | OVER-OR-ABOUT1* | MATHEMATHICS1A |
l | | | |
m | … | | | | | über | mathematik |
München (Munich) | dgskorpus_mue_13 | 46-60m I can tell you, I didn’t even know the word ‘mathematics’, didn’t know what it was. |
r | I2 | DONT-KNOW-STH-OR-SB1 | I1* | TO-TEACH1* | DONT-KNOW-STH-OR-SB1 | I1 |
l | | | | | |
m | | kenne nicht | | | | |
München (Munich) | dgskorpus_mue_13 | 46-60m He told me that I had to know mathematics if I wanted to become a land surveyor, so he gave me extra lessons in mathematics. |
r | $INDEX1 | TO-COME1* | EXTRA1 | TO-TEACH1* | OVER-OR-ABOUT1* | MATHEMATHICS1B* |
l | | | |
m | | komm | extra | über | mathe |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m I usually didn’t understand anything in English classes, because I couldn’t read the mouthing. |
r | I1 | $INDEX1 | SCHOOL1A* | TO-TEACH1* | ENGLAND2* | $INDEX1 | $GEST-NM-SPEAKING1^ |
l | | | | |
m | | | schule | | englisch | [MG] |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m You’d have to sign slowly and comprehensibly for them. |
r | | $INDEX1 | EASY1 | TO-TEACH1* | TO-SIGN1A | EASY1 |
l | |
m | | einfach | | | einfach |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m In 20 to 30 years, they’d be the first if they were taught like that, and they’d grow up with that language. Unlike them, we wouldn’t stand a chance. |
r | | | ALREADY1A* | TO-TEACH1* | $INDEX1* | $GEST-OFF^ | $INDEX1 |
l | CLASS2* | $INDEX1 | YES1A |
m | klasse | | schon | | | ja |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f I taught him. |
r | I1 | $INDEX1 | I1 | TO-TEACH1* |
l | | | |
m | ich | | | [MG] |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f Someone from an exchange school came to teach ASL. |
r | PERSON1* | TO-MOVE2* | TO-COME1* | TO-TEACH1* | ASL1* | TO-TEACH1* | $GEST^ |
l | | | | |
m | | | | | a-s-l | | |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f Someone from an exchange school came to teach ASL. |
r | TO-COME1* | TO-TEACH1* | ASL1* | TO-TEACH1* | $GEST^ |
l | | |
m | | | a-s-l | | |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f Ah yes, it has something to do with someone passing it on like that. |
r | COHERENCE1A | PAST-OR-BACK-THEN1* | $INDEX1 | TO-TEACH1* | $GEST^ |
l | | |
m | [MG] | | | | |
Nürnberg (Nuremberg) | dgskorpus_nue_08 | 18-30f At the Realschule, I was explained more things through sign language, that was good. |
r | | MIDDLE-SCHOOL1 | MUNICH1A* | TO-TEACH1* | MORE1* | TO-SIGN1D | GOOD1* |
l | | |
m | real{schule} | münchen | mehr | |
Schleswig-Holstein | dgskorpus_sh_02 | 18-30f My response was, “Really?” and I then taught him sign language for a while. |
r | I2 | $GEST^ | SIGN-LANGUAGE1B | TO-TEACH1* | PROCEEDING1^* |
l | |
m | | | gebärdensp{rache} | [MG] | [MG] |
Schleswig-Holstein | dgskorpus_sh_02 | 18-30f I eventually stopped teaching him, but he still made some mistakes. |
r | | PROCEEDING1^* | I1 | TO-TEACH1* | DONE1A | SUDDENLY4* | PERIOD1B^* |
l | | |
m | [MG] | | | fertig | [MG] | [MG] |
Schleswig-Holstein | dgskorpus_sh_02 | 18-30f I said, “You wanted to learn more? Sorry, but I didn't think of it. I will now teach you some more.” |
r | APOLOGY1* | I2 | NOW3* | TO-TEACH1* | TO-STAY2* |
l | |
m | entschuldigung | | jetzt | | |
Schleswig-Holstein | dgskorpus_sh_08 | 46-60m My teachers taught us the spelling from East Germany. |
r | SAME2A | MY1 | TEACHER1 | TO-TEACH1* |
l | |
m | | mei{n} | lehrer | |
Stuttgart | dgskorpus_stu_02 | 18-30f Everyone in Althausen spoke without exceptions. |
r | | | $INDEX1 | TO-TEACH1* | ORAL1* | TO-SPEAK6 | I2 |
l | | | | |
m | altenhausen | unter{richt} | oral oral | [MG] | |
Stuttgart | dgskorpus_stu_02 | 18-30f Great, but also confusing, as the teachers knew sign language and used it during class. |
r | TO-BE-CONFUSED1* | TEACHER4 | TO-SIGN1G | TO-TEACH1* | TO-BE-CONFUSED1 |
l |
m | [MG] | lehrer | [MG] | | |
Stuttgart | dgskorpus_stu_05 | 61+m I didn’t know a thing about the ‘whom-,’ ‘who-,’ and ‘what-’case. |
r | I1* | $GEST-OFF^* | SCHOOL1E* | TO-TEACH1* | NONE8* | $GEST-OFF^ |
l | | | | |
m | | | schule | [MG] | |
Stuttgart | dgskorpus_stu_06 | 18-30f I would need a class on how to use it first. |
r | I1* | TO-NEED1 | COURSE1 | TO-TEACH1* |
l | | |
m | | brauch | kurs | |
Stuttgart | dgskorpus_stu_06 | 18-30f But to open the signs [videos], I’d need a class first to learn how everything works. |
r | TO-OPEN4* | I1* | $INDEX1 | TO-TEACH1* | TO-LEARN1* | LIKE-THIS1A | $PROD |
l | | | |
m | … | | | unterricht | lernen | so | |
Stuttgart | dgskorpus_stu_06 | 18-30f If I had to put money on the table for a computer like that, I would also rather take a class! |
r | TO-GIVE-MONEY3* | RATHER1* | I1* | TO-TEACH1* | YES1A |
l | | | | |
m | | lieber | | unterricht | ja |
Stuttgart | dgskorpus_stu_07 | 46-60m Teachers would all use European Signs. |
r | | | TEACHER3 | TO-TEACH1* | SELF2* | ALSO3A | EUROPE1A |
l | | | |
m | lehrer | | | auch | europa |
Stuttgart | dgskorpus_stu_08 | 61+f He had taught the older children. |
r | | | | TO-TEACH1* | CHILD2* | TO-GROW2C^* | $GEST^ |
l | | |
m | unterricht | kinder | groß | |
Stuttgart | dgskorpus_stu_09 | 18-30m I probably could have achieved more, but I was only a middle-rate student because I really wasn’t motivated in class. |
r | MORE5 | MEDIOCRE1* | THROUGH2A | TO-TEACH1* | $GEST-DECLINE1^ | $GEST-OFF^* |
l | | |
m | mehr | [MG] | durch | | [MG] | |
Stuttgart | dgskorpus_stu_09 | 18-30m No, no, it was one hour of classes, and then later on another hour there. |
r | LATER10 | ONCE-AGAIN2B | HOUR2B* | TO-TEACH1* | HIS-HER1 | $GEST-OFF^* |
l | | | | |
m | | noch mal | eine stunde | | |
Stuttgart | dgskorpus_stu_09 | 18-30m Oh, my religious education was the same. |
r | YOU1* | $GEST-DECLINE1^* | I1* | TO-TEACH1* | RELIGION2B | EQUAL1C^ |
l | | | |
m | | | auch | unterricht | religion |
Stuttgart | dgskorpus_stu_12 | 46-60f Everyone can also give educational classes. |
r | CAN2B | ALSO3A | EDUCATION1 | TO-TEACH1* | TO-MAKE1 |
l | |
m | können | auch | bildungsunter{richt} | machen |