Berlin | dgskorpus_ber_04 | 46-60m We had to express ourselves mainly orally. |
r | | | | ORAL1 |
l | |
m | oral oral |
Berlin | dgskorpus_ber_08 | 46-60f Some teachers used the oral method in class which we hated. |
r | TEACHER2* | TEACHER2 | | | |
l | $INDEX1 | ORAL1 | TO-HATE1* |
m | l{ehrer} | lehrer | | [MG] |
Berlin | dgskorpus_ber_08 | 46-60f But there it was even worse as everyone communicated orally. |
r | | | | ORAL1 | $GEST-OFF^ |
l | $INDEX1 | BAD1* | $GEST-DECLINE1^* | |
m | | noch schlimmer | | |
Berlin | dgskorpus_ber_12 | 31-45f I get pain in my eyes from having to lip read, therefore I don't want to do it. |
r | ALSO3A* | EYE1* | PAIN3 | ORAL1 | TO-LET1^ |
l | | | |
m | auch | auge | schmerzen | | [MG] |
Frankfurt | dgskorpus_fra_02 | 31-45m This sign for GRANDPA has its origins in the oral speech therapy sessions as well. |
r | | | REASON4B | ORAL1 | GRANDPA4* | $INDEX-ORAL1 | ARTICULATION2^* |
l | | | | |
m | grund | oral | opa | | p |
Frankfurt | dgskorpus_fra_03 | 46-60m Then oral lessons went on. |
r | | THEN7* | TO-COME1 | ORAL1 |
l | | | |
m | dann | | [MG] |
Frankfurt | dgskorpus_fra_06 | 31-45f Because I need a certain level of communication in my profession, it's a lot easier for me to follow everything in sign language rather than using the oral method. |
r | BETTER2 | $GEST-OFF^ | AS-OR-THAN1* | ORAL1 |
l | | | |
m | besser | | als | oral |
Frankfurt | dgskorpus_fra_08 | 18-30f They always just spoke. |
r | | | | ORAL1 | THROUGH1B | ORAL1 | $GEST-OFF^* |
l | | | |
m | oral oral | durch | oral oral |
Frankfurt | dgskorpus_fra_08 | 18-30f They always just spoke. |
r | | ORAL1 | THROUGH1B | ORAL1 | $GEST-OFF^* |
l | | | |
m | oral oral | durch | oral oral |
Frankfurt | dgskorpus_fra_08 | 18-30f That’s why I unconsciously grew up orally. |
r | $MORPH-UN5 | UNCONSCIOUSLY2* | TO-GROW-UP1A* | ORAL1 | TO-GROW-UP1A |
l | | | | | |
m | auch unbewusst | | oral |
Frankfurt | dgskorpus_fra_11 | 18-30m There are deaf people who are very focused on spoken language and try to fit in with the hearing people. |
r | | $INDEX1 | STRONG2B | ORAL1 | LIKE4A* | HEARING1A | TO-ADJUST1* |
l | | | | |
m | | stark | wie | hörend | |
Frankfurt | dgskorpus_fra_13 | 61+m It’s partly still strictly forbidden to use sign language in some of those schools, the lessons are held completely orally. |
r | STILL1A* | TO-SIGN1G* | PROHIBITED1* | |
l | ORAL1 |
m | noch | gebärdensprache | verboten | oral |
Frankfurt | dgskorpus_fra_15 | 46-60m In class, we had to sit with our arms lying on the table and speak. |
r | $INDEX1 | SCHOOL1E | $PROD | ORAL1 | UNTIL-NOW1^ |
l | | | | |
m | schule | | [MG] | |
Frankfurt | dgskorpus_fra_15 | 46-60m They tried to speak slowly or wrote things down. |
r | | | | ORAL1 | SLOW1 | TO-SPEAK1A | AND2A* |
l | | |
m | [MG] | langsam | sprechen | und |
Göttingen | dgskorpus_goe_09 | 61+f Of course, the school and the teachers were influenced by oralism. |
r | TEACHER1* | CLEAR1A | STRONG2B | ORAL1 |
l | |
m | lehrer | klar | [MG] | oral [MG] |
Bremen | dgskorpus_hb_01 | 31-45m Or even spoken language, orally! |
r | | | LANGUAGE1 | ORAL1 |
l | | |
m | lautsprache | oral |
Bremen | dgskorpus_hb_01 | 31-45m Only at school, the vocational school in Essen, some teachers taught in a totally oral way. |
r | TEACHER2 | REALLY2 | PRESSURE-TO-PRESS1A^ | ORAL1 |
l | |
m | lehrer | | voll | oral |
Köln (Cologne) | dgskorpus_koe_06 | 46-60f They used the oral method. |
r | | | $INDEX1* | ORAL1 | TO-TEACH1* |
l | | |
m | nein | | |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f Or was it mostly oral, with lip reading? |
r | | COMMA1^ | ONLY2B* | ORAL1 | TO-READ-OFF1 |
l | | | | |
m | od{er} | nur | [MG] |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f No, it was very oral. |
r | | | $GEST-NM-SHAKE-HEAD1^ | ORAL1 |
l | |
m | [MG] | or{al} |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f I think it was once or twice a week that the school director came to practice speaking with us. |
r | TO-COME1* | ORAL1* | TO-PRACTICE1* | ORAL1 |
l | | | |
m | komm | [MG] | üb{e}n | [MG] |
Köln (Cologne) | dgskorpus_koe_20 | 31-45m The class is geared towards a combination of oral and sign language-based teaching. |
r | | | | ORAL1 | TO-MIX2 |
l | |
m | oral | gemisch |
Leipzig | dgskorpus_lei_07 | 46-60f Everything was strictly oral, there. |
r | | | $GEST-OFF^* | ORAL1 | STRONG2A | WHAT1B^ |
l | |
m | | oral oral | stark | [MG] |
Leipzig | dgskorpus_lei_07 | 46-60f The oral teaching meant a lot of pressure for us. |
r | | | TO-PRESSURE1^* | ORAL1 | $GEST-OFF^* |
l | |
m | [MG] | oral oral | [MG] |
Leipzig | dgskorpus_lei_07 | 46-60f Back in the classrooms everything had to be oral again. |
r | | $INDEX1* | BACK1A* | ORAL1 |
l | | | |
m | | wieder zurück | oral oral |
Leipzig | dgskorpus_lei_07 | 46-60f We didn't have oral lessons when she was there. |
r | PRESENT-OR-HERE1* | WITHOUT1* | NOTHING1A | ORAL1 | $INDEX1 |
l | | | |
m | da | ohne | nichts | oral | |
Leipzig | dgskorpus_lei_07 | 46-60f There the lessons were oral. |
r | | | | | $GEST-OFF^ |
l | ORAL1 |
m | oral |
Leipzig | dgskorpus_lei_11 | 31-45f My parents/ My father only ever spoke with me. |
r | PARENTS3B* | $INDEX1 | FATHER1 | ORAL1 | TO-BELONG1 |
l | | | | |
m | eltern | | vater | oral | |
Leipzig | dgskorpus_lei_11 | 31-45f My grandma on my father's side only spoke to me. |
r | | GRANDMA3 | $GEST^ | ORAL1 | I1 |
l | ALL2B | | | |
m | [MG] | oma | | [MG] oral | |
Leipzig | dgskorpus_lei_11 | 31-45f At school, the lessons were held only orally, too. |
r | CLEAR1A* | TO-TEACH1 | $INDEX1 | ORAL1 | $INDEX1 |
l | | | | |
m | klar | unterricht | | oral | |
Leipzig | dgskorpus_lei_11 | 31-45f And the teachers just spoke. |
r | AND2A* | TEACHER2 | ALL2A | ORAL1 |
l | | | |
m | und | lehrer | alle | oral |
Leipzig | dgskorpus_lei_11 | 31-45f In day care, the educators didn't use sign language at all. |
r | AFTER-SCHOOL-CARE-CENTRE1* | $INDEX1 | EDUCATION-OR-UPBRINGING4 | ORAL1 |
l | | | |
m | hort | erzieher | oral |
Leipzig | dgskorpus_lei_12 | 61+m It was quite typical to be proud of one’s oral education. |
r | TO-BE-SILENT3^* | SIGN-OR-DRAWING1A* | $GEST^ | ORAL1 | I2 | BACK-THEN1 | BIT4* |
l | | | | | | |
m | stil | zeich | | oral | damals | biss{chen} |
Leipzig | dgskorpus_lei_12 | 61+m School was more oriented towards oral education. |
r | TIME7C* | $GEST^ | MORE1* | ORAL1 | $GEST^ |
l | | |
m | … | | mehr | oral | |
Leipzig | dgskorpus_lei_12 | 61+m As I‘ve mentioned before, I was rather proud of my oral education. |
r | BACK-THEN1 | PROUD1 | ON1B* | ORAL1 |
l | | | | |
m | damals | stolz | auf | oral |
Leipzig | dgskorpus_lei_12 | 61+m We spoke with each other because we both were orally oriented. |
r | TO-SPEAK5A | $INDEX1 | $GEST^ | ORAL1 | $GEST^ |
l | | | |
m | [MG] | | oral oral | |
Leipzig | dgskorpus_lei_12 | 61+m The child’s upbringing was mostly oral. |
r | TO-GROW2A | ORAL1* | MORE1 | ORAL1 |
l | | | | |
m | | | mehr | oral |
Leipzig | dgskorpus_lei_12 | 61+m Both of them — mother and child — could get by using the oral method. |
r | | | | ORAL1 | $INDEX1 | $INDEX1 | PERCEPTION1 |
l | | | | |
m | oral | | | |
Münster | dgskorpus_mst_13 | 46-60f It was different for the rest of the class: their parents communicated in spoken language with them. Their brains didn't have the knowledge to process the content. |
r | CLASS9 | PARENTS6 | $INDEX1* | ORAL1 |
l | | | |
m | … | el{tern} | [MG] | oral |
Münster | dgskorpus_mst_13 | 46-60f Teachers should use both more frequently, oral education as well as sign language. |
r | $INDEX1 | TEACHER2* | MORE1* | ORAL1 | AND2A* | TO-SIGN1D | TOGETHER6 |
l | | |
m | | lehrer | mehr | oral | und | [MG] | zusammen |
München (Munich) | dgskorpus_mue_06 | 18-30f Hearing parents mostly concentrate on speaking. |
r | HEARING1B | PARENTS1A | TO-FOCUS1 | ORAL1 |
l | | |
m | hörend | eltern | | [MG] |
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 I could sign well, but I still had to practise speaking. |
r | I1* | TO-SIGN1G* | CAN1* | ORAL1 |
l | | | |
m | | | kann aber | [MG] |
München (Munich) | dgskorpus_mue_13 | 46-60m He was good with the spoken language, so he could read the hearing teacher’s lips. |
r | | | $GEST^ | ORAL1 | $GEST-ATTENTION1^ | MEAN-OR-BE-CALLED2* | |
l | | | $INDEX1 |
m | | oral | | heißt | |
Nürnberg (Nuremberg) | dgskorpus_nue_02 | 61+f The deaf rejected the oral method, they didn't talk and rather remained silent. |
r | | | | ORAL1 | DEAF1A | DONT-WANT2 | $GEST^ |
l | | | |
m | oral | | [MG] | |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f Before that I would sign slowly and speak simultaneously a lot. |
r | | PAST-OR-BACK-THEN1* | TO-SIGN1A* | ORAL1 | I1 |
l | | | |
m | früher | [MG] | [MG] | |
Nürnberg (Nuremberg) | dgskorpus_nue_08 | 18-30f It’s like he’s happy and free at school, but when he goes home, he’s forced to put in the CI and speak. |
r | DEPENDENT5A^ | GO-HOME1* | CI1 | ORAL1 |
l | | | |
m | [MG] | | [MG] | [MG] |
Stuttgart | dgskorpus_stu_02 | 18-30f During my apprenticeship I was among hearing people. I need oral communication for my job as a shop assistant. |
r | TO-SELL1* | TO-WORK1 | TO-SPEAK6 | ORAL1 |
l | | |
m | verkäufer | arbeit | [MG] | oral |
Stuttgart | dgskorpus_stu_04 | 61+f We had to communicate orally at school. |
r | | SCHOOL1B* | MUST1* | ORAL1 |
l | | |
m | schule | muss | oral |
Stuttgart | dgskorpus_stu_04 | 61+f Everyone was communicating orally, and they went from one place to another. |
r | | | | ORAL1 | TO-SPEAK1A | $INDEX1 | I1 |
l | | | | |
m | oral | [MG] | muss da da da | |
Stuttgart | dgskorpus_stu_07 | 46-60m But with or without mouthing, that wouldn’t matter to me. |
r | | | | ORAL1 | OR6A* | TO-BE-SILENT2 | NO3B^* |
l | | |
m | | oder | | egal |
Stuttgart | dgskorpus_stu_09 | 18-30m His preaching was exclusively oral. |
r | TO-PRAY1B^ | $INDEX1 | WHAT1A* | ORAL1 |
l | | | |
m | pfarrer | | | oral oral oral oral |
Stuttgart | dgskorpus_stu_10 | 18-30m The teacher didn’t sign at all, he just spoke without using his hands. |
r | TO-SIGN1G | ZERO6B* | $PROD | ORAL1 | $GEST-OFF^* |
l | | |
m | | null | | [MG] | |
Berlin | dgskorpus_ber_04 | 46-60m The teachers spoke all the time and only used the oral method. |
r | | | TEACHER2* | ORAL1* | I1 | IN1 | SCHOOL3* |
l | | | | |
m | lehrer | oral | | schule |
Berlin | dgskorpus_ber_04 | 46-60m The teachers spoke all the time and only used the oral method. |
r | I1 | IN1 | SCHOOL3* | ORAL1* | TEACHER2* | TO-SPEAK3 |
l | | | | |
m | … | | schule | oral | lehrer | [MG] |
Berlin | dgskorpus_ber_04 | 46-60m I adjusted to the fact that the classes were in spoken language. I wrote and talked. |
r | I2 | $GEST-NM-NOD-HEAD1^ | TO-WRITE1A | ORAL1* | NO3B^* |
l | | |
m | | | schreiben | oral |
Berlin | dgskorpus_ber_04 | 46-60m They, too, only used spoken language in vocational school. |
r | ALSO3A | TO-SIGN1A* | ALSO3A* | ORAL1* | TO-SIGN1A | $INDEX-ORAL1 | $GEST-NM-SPEAKING1^ |
l | | | | |
m | auch | | auch | oral | | [MG] |
Berlin | dgskorpus_ber_04 | 46-60m They, too, only used spoken language in vocational school. |
r | TO-SIGN1A | $INDEX-ORAL1 | $GEST-NM-SPEAKING1^ | ORAL1* | LANGUAGE1^* | NOT3A* |
l | | |
m | | [MG] | oral oral oral | [MG] | nicht |
Berlin | dgskorpus_ber_06 | 31-45m Did your teachers use the oral method, or did they sign? |
r | | TEACHER2 | $INDEX1* | ORAL1* | OR4B* | TO-SIGN1A* |
l | | | |
m | lehrer | oral | oder |
Berlin | dgskorpus_ber_06 | 31-45m Well, oral/ |
r | | $GEST-OFF^ | $LIST1:1of1d | ORAL1* |
l | |
m | [MG] | | oral |
Berlin | dgskorpus_ber_12 | 31-45f They used the oral method a lot, because they thought, that we were better off with spoken language rather than with sign language. |
r | | | $GEST^ | ORAL1* | MY1* | REASON4B* | ORAL1* |
l | | | |
m | | | | grund | |
Berlin | dgskorpus_ber_12 | 31-45f They used the oral method a lot, because they thought, that we were better off with spoken language rather than with sign language. |
r | ORAL1* | MY1* | REASON4B* | ORAL1* | BETTER1* | $GEST^ | TO-SIGN1G* |
l | | | |
m | | | grund | | besser | | |
Frankfurt | dgskorpus_fra_02 | 31-45m Look, the two of us were raised orally. |
r | $INDEX1* | BOTH2A* | TO-GROW-UP1A | ORAL1* | $PROD |
l | | | | |
m | | wir | aufgewachsen | oral | [MG] |
Frankfurt | dgskorpus_fra_02 | 31-45m Everything was taught orally and you had to speak. |
r | | | $INDEX1* | ORAL1* | $PROD | PROCEEDING1A* | PROCEEDING2* |
l |
m | | oral | [MG] | [MG] |
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 | $INDEX1* | VERY6* | THROUGH2A* | ORAL1* | TO-TEACH1* | TO-AFFECT1* |
l | $PROD | | | |
m | | [MG] | durch | oral | einfluss |
Frankfurt | dgskorpus_fra_02 | 31-45m Through signs influenced by oralism. |
r | | | THROUGH2A* | ORAL1* | $INDEX1* | TO-CHANGE1A | TO-SIGN1B* |
l | | | |
m | durch | oral | | [MG] | |
Frankfurt | dgskorpus_fra_02 | 31-45m That is connected to the oral signs and the deaf school. |
r | | | | ORAL1* | COHERENCE1B | ATTENTION1A^* | DEAF1A |
l | | | |
m | oral | | | gehörlosenschule |
Frankfurt | dgskorpus_fra_02 | 31-45m I’ve already made a list of signs that originated in oral influences. |
r | $GEST^* | TO-SIGN1A | PRESENT-OR-HERE1* | ORAL1* | TO-AFFECT1* | $GEST-OFF^* |
l | | |
m | | | da | oral | einfluss einfluss | |
Frankfurt | dgskorpus_fra_02 | 31-45m So I substituted those signs that had oral influences. |
r | | WITHOUT1 | TO-AFFECT1* | ORAL1* | WITHOUT1 | I2* | OFF1C^* |
l | | | |
m | ohne | einfluss | oral | ohne | | |
Frankfurt | dgskorpus_fra_03 | 46-60m The teachers at school only spoke to us ‘orally’ which reminds me: My grandma was hearing as well and I used to read her lips. |
r | SCHOOL1A | $INDEX1 | TEACHER1 | ORAL1* | $PROD | TO-KNOW-OR-KNOWLEDGE2A | LIKE3A |
l | | | |
m | schule | da | lehrer | oral | und dann | | wie |
Frankfurt | dgskorpus_fra_03 | 46-60m The teachers at school only spoke to us ‘orally’ which reminds me: My grandma was hearing as well and I used to read her lips. |
r | | GRANDMA2* | HEARING1B* | ORAL1* | $GEST-OFF^* | $GEST-NM-SPEAKING1^* |
l | $INDEX1* | | | | |
m | oma | hörend | | | #lasas |
Frankfurt | dgskorpus_fra_03 | 46-60m Sometimes my teacher asked me to explain something to one of my classmates using signs, as he didn't get the oral explanation. |
r | | SUDDENLY4 | $INDEX1 | ORAL1* | ALPHABET1 | $INDEX1 | I1 |
l | | | | | |
m | [MG] | | oral | [MG] | | |
Frankfurt | dgskorpus_fra_03 | 46-60m Actually, I approached my teacher once. But he was totally convinced that the oral method needed to be continued. |
r | TO-SAY1* | NO1A* | LIKE-THIS1A | ORAL1* | TO-STAY3 | $GEST^ |
l | |
m | nein | | so | oral | bleibt | |
Frankfurt | dgskorpus_fra_03 | 46-60m The lessons were exclusively oral. |
r | ONLY2A | NOTHING1B | | ORAL1* | $GEST-OFF^ | ABOVE3C^ |
l | | ONLY2A | |
m | nur | nich{ts} | nur | [MG] | | |
Frankfurt | dgskorpus_fra_04 | 61+m Over here, it was oral. |
r | | | ALL2C^ | ORAL1* |
l | | |
m | | oral |
Frankfurt | dgskorpus_fra_04 | 61+m They were taught sign language as a basis and learned spoken language additionally, that was successful. |
r | $ORAL^ | TO-SIGN1A* | DONE1A | ORAL1* | SUCCESS3 |
l | |
m | dann | | | oral | [MG] |
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* | $PROD | $GEST-OFF^* |
l | | | |
m | | nein | oral | aber | [MG] | [MG] |
Frankfurt | dgskorpus_fra_04 | 61+m Oralism is stupid. |
r | | | | ORAL1* | BONKERS1* | $GEST-NM^ |
l | | |
m | oral | | mein gott |
Frankfurt | dgskorpus_fra_06 | 31-45f The master craftswoman who trained me was hard to lip-read from, though. |
r | TO-TEACH1 | ALSO3A | $INDEX1* | ORAL1* | I1* | VERY6 | TO-SPEAK1A* |
l | | | | | | |
m | [MG] | | | oral | | [MG] | ablesen |
Frankfurt | dgskorpus_fra_08 | 18-30f That’s how it went until primary school, that’s when the oralism started. |
r | BEGINNING1A | LIKE3B | GOOD1^* | ORAL1* | WAY2A |
l | |
m | anfang | wie | richtig | oral |
Frankfurt | dgskorpus_fra_08 | 18-30f I wasn’t aware of the importance of sign language, that it’s worth more than oral communication. |
r | IMPORTANT1 | VALUABLE1B* | AS-OR-THAN1 | ORAL1* |
l | | |
m | wichtig | wert | als | oral |
Frankfurt | dgskorpus_fra_08 | 18-30f I used to sign and then we were suddenly educated completely orally. |
r | SUDDENLY4 | WE1B | LIKE-THIS3 | ORAL1* | EDUCATION-OR-UPBRINGING1A |
l | | |
m | [MG] | | | oral | erzogen |
Frankfurt | dgskorpus_fra_08 | 18-30f We had to take part in classes orally and practice to speak and articulate. |
r | WITH1A* | TO-WORK1* | DILIGENT1 | ORAL1* | TO-SPEAK6 | $GEST-OFF^ |
l | | |
m | mitarbeit | fleißig | oral | [MG] | |
Frankfurt | dgskorpus_fra_08 | 18-30f I was used to speaking orally through my parents. |
r | | | | ORAL1* | I2 | $GEST-OFF^ | LIKE3B* |
l | | |
m | | | | wie |
Frankfurt | dgskorpus_fra_08 | 18-30f My parents told me it’d be better for me to stay in the hard of hearing class, because of the grades and the oral speaking. |
r | GRADE2* | AND2A* | EXAMPLE1^* | ORAL1* | BETTER1* | CAN2A | BETTER1* |
l | | |
m | note | und | weil | oral | besser | kann | besser |
Frankfurt | dgskorpus_fra_08 | 18-30f The others tried to speak slowly and use gestures to support what was said, so the communication worked well. |
r | TO-TRY2* | LIKE3B* | SLOW1* | ORAL1* | LIKE3B* | TO-LET-KNOW1A* | GESTURE1 |
l | | | |
m | versuchen | wie | langsam | wie | | [MG] |
Frankfurt | dgskorpus_fra_08 | 18-30f Sure, I grew up orally. |
r | | | CLEAR1A* | ORAL1* | TO-GROW-UP1A |
l | | |
m | klar | oral oral | [MG] |
Frankfurt | dgskorpus_fra_08 | 18-30f I now understand why I grew up orally. |
r | TO-LOOK-AT2* | TO-UNDERSTAND1* | TO-DEVELOP1A* | ORAL1* | $GEST-OFF^* | TO-GROW-UP1A* |
l | | | | |
m | [MG] | [MG] | | oral | |
Frankfurt | dgskorpus_fra_08 | 18-30f Could they imagine communicating with me using sign language, or would they continue using the oral method? |
r | OR4B* | NEVERTHELESS4* | DUTY5 | ORAL1* | THROUGH1A |
l | |
m | oder | trotzdem | | oral | durch |
Frankfurt | dgskorpus_fra_10 | 61+f Obviously, I wouldn‘t just choose a man that communicates with spoken language only. |
r | I2 | TO-FISH1A^ | I2 | ORAL1* | CAN1* | $GEST^ |
l | | | | |
m | mit | mann | ich hab | oral | [MG] |
Frankfurt | dgskorpus_fra_10 | 61+f There where no signs used whatsoever; everything was orally oriented. |
r | TO-SIGN1B* | HOW-QUESTION-COMPARISON1 | $GEST-I-DONT-KNOW1^ | ORAL1* | ORAL2 | $GEST-OFF^ |
l | | |
m | | | nein | oral | |
Frankfurt | dgskorpus_fra_11 | 18-30m But my sister had more trouble, she was influenced a lot, and in her class it was important to see who could speak the best. |
r | TO-AFFECT1* | TO-SWARM1* | SELF1A* | ORAL1* | BETTER1* |
l | | |
m | [MG] | | | | besser |
Frankfurt | dgskorpus_fra_11 | 18-30m The focus on spoken language is huge in Japan, the only bilingual school is based in Tokyo. |
r | | | $INDEX1 | ORAL1* | STRONG2B | $GEST^ | BILINGUAL1* |
l | | |
m | | | stark | | bilingual |
Frankfurt | dgskorpus_fra_11 | 18-30m That’s the only school where sign language is used, everywhere else is completely oral. |
r | END1^* | OTHERWISE1* | AREA1A* | ORAL1* | $GEST^ |
l | | | |
m | [MG] | sonst | [MG] | |
Frankfurt | dgskorpus_fra_13 | 61+m There are some schools where there is a teacher holding oral lessons, and an additional teacher. |
r | $PROD | $PROD | | | | | |
l | SELF1A* | ORAL1* | TO-SPEAK5A* | $NUM-ONE-TO-TEN1A:1d* | THERE-IS3* |
m | lehrer | | selbst | oral | [MG] | | gibt |
Frankfurt | dgskorpus_fra_15 | 46-60m Oral communication is used here and it's a problem that people don't know how to communicate with us. |
r | | | | ORAL1* | $GEST^ | PROBLEM2A | COMMUNICATION1A* |
l | |
m | oral | | problem | kommunikation |
Frankfurt | dgskorpus_fra_15 | 46-60m The teachers there used the oral method. |
r | TEACHER1* | COMMUNICATION1A* | $INDEX1 | ORAL1* | SAME5 |
l | | |
m | lehrer | | | [MG] | [MG] |
Bremen | dgskorpus_hb_01 | 31-45m In the beginning of first grade I didn't like my teacher. Even then everyone communicated orally. |
r | TO-LIKE4 | ON-PERSON1^* | ALREADY1A | ORAL1* |
l | | | |
m | mag | | schon | oral |
Bremen | dgskorpus_hb_01 | 31-45m They wanted to teach in an oral way. |
r | CAN1* | $GEST-DECLINE1^* | ONLY2A | ORAL1* | PRESSURE-TO-PRESS1A^ |
l | | |
m | kann nicht | | nur | oral | voll |
Hamburg | dgskorpus_hh_03 | 46-60m It's like having to endure submitting to the oralism. It does not feel right. |
r | I1* | TO-ACCEPT-STH3B* | TO-ADJUST1 | ORAL1* | RIGHT-OR-AGREED1A | FEELING3^* | NOT6 |
l | | | | |
m | | | | oral | stimmt | [MG] | nicht |
Hamburg | dgskorpus_hh_07 | 18-30f Signed German is very connected to the oral method for me, but let’s not dwell on that. |
r | | SIGNED-GERMAN1* | LIKE3B* | ORAL1* | FOR1* | WHATEVER3* | $GEST-DECLINE1^ |
l | | |
m | | wie | oral | für | egal | |
Hamburg | dgskorpus_hh_07 | 18-30f But it’s better than oralism. |
r | | BETTER2* | AS-OR-THAN4 | ORAL1* | $GEST-OFF^* |
l | | | |
m | besser | als | oral |
Hamburg | dgskorpus_hh_07 | 18-30f Signing was prohibited through oralism. |
r | | | | ORAL1* | PROHIBITED1 |
l | | |
m | or{alismus} | verbot |
Hamburg | dgskorpus_hh_07 | 18-30f The only focus was on oral education. |
r | | | ALL1A | ORAL1* | $GEST-OFF^* |
l | | |
m | | [MG] | |
Hamburg | dgskorpus_hh_07 | 18-30f They were still educated with the oral method and stuff. |
r | | TYPICAL1 | TEACHER2* | ORAL1* | AND-SO-ON5 |
l | |
m | typ{isch} | lehrer | oral | |
Köln (Cologne) | dgskorpus_koe_06 | 46-60f The way of teaching was oral. |
r | | | TEACHER2 | ORAL1* | TO-SPEAK1A* | SHELF2A^* | TO-TEACH1 |
l | | |
m | lehrer | oral | [MG] |
Köln (Cologne) | dgskorpus_koe_08 | 31-45m Were you able to speak normally afterwards? |
r | | | | ORAL1* | IT-WORKS-OUT1 | ORAL1* |
l | | |
m | | klappt | |
Köln (Cologne) | dgskorpus_koe_08 | 31-45m Were you able to speak normally afterwards? |
r | | ORAL1* | IT-WORKS-OUT1 | ORAL1* |
l | | |
m | | klappt | |
Köln (Cologne) | dgskorpus_koe_08 | 31-45m Yes, speaking wasn’t a problem. |
r | | | | ORAL1* | SUCCESS1 | I2 | $GEST-OFF^ |
l | | | |
m | [MG] | [MG] | | |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f They signed very little. Usually communication was solely spoken language. |
r | TO-SIGN1E* | LITTLE-BIT4 | MORE1* | ORAL1* | $INDEX1 | $INDEX1 |
l | | | | | |
m | geb{ärde} | zu wen{ig} | mehr | oral | mehr |
Köln (Cologne) | dgskorpus_koe_16 | 46-60f I think it was once or twice a week that the school director came to practice speaking with us. |
r | SCHOOL1B* | MAIN3^* | TO-COME1* | ORAL1* | TO-PRACTICE1* | ORAL1 |
l | | | |
m | schulleitung | komm | [MG] | üb{e}n | [MG] |
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 |
Leipzig | dgskorpus_lei_04 | 46-60m For instance, the local organisation of Suhl presented a skit about the oral education method. |
r | TO-SEARCH1* | TO-TEACH1 | OVER-OR-ABOUT1 | ORAL1* | EDUCATION-OR-UPBRINGING1B* | ATTENTION1A^* |
l | | | |
m | suhl | [MG] | über | oral | erziehung |
Leipzig | dgskorpus_lei_04 | 46-60m It was about the oral education method but very nicely done with sign language, and that in 1989. |
r | | | OVER-OR-ABOUT1 | ORAL1* | FRIENDLY2 | OVER-OR-ABOUT1 | SIGN-LANGUAGE1B |
l | | | | |
m | über | oral | aber freundlich | über | gebärdensprache |
Leipzig | dgskorpus_lei_07 | 46-60f That's because she was raised orally like myself. |
r | | | $GEST-OFF^* | ORAL1* | I1 | ORAL1* | SELF1A |
l | | | | $INDEX1 |
m | auch | oral | auch | oral | selbst |
Leipzig | dgskorpus_lei_07 | 46-60f That's because she was raised orally like myself. |
r | $GEST-OFF^* | ORAL1* | I1 | ORAL1* | SELF1A |
l | | | | $INDEX1 |
m | auch | oral | auch | oral | selbst |
Leipzig | dgskorpus_lei_07 | 46-60f Because she was raised orally she signed LBG [signed German] from time to time. |
r | | BIT1B | $GEST-OFF^* | ORAL1* | BIT1B* | ALSO3A* | $GEST-OFF^ |
l | | | | |
m | | | oral | bisschen | auch |
Leipzig | dgskorpus_lei_07 | 46-60f The teachers pointed at things, but it was oral nevertheless. |
r | | TEACHER2* | GESTURE1* | | |
l | ORAL1* | $INDEX1 |
m | lehrer | [MG] | oral | |
Leipzig | dgskorpus_lei_11 | 31-45f My mother and my brother, who is hearing as well, would also speak to me, but they knew a few simple signs. Just the basics. |
r | MOTHER1* | BOTH2A | ALSO1A | ORAL1* | BIT2A | TO-SIGN1A* | EASY1 |
l | | | | | |
m | mutter | | auch | oral | bisschen | | einzelne |
Leipzig | dgskorpus_lei_11 | 31-45f And they were also able to use fingerspelling when I didn’t understand them. |
r | IF-OR-WHEN1A* | NOT5* | TO-UNDERSTAND1* | ORAL1* | NOT5* | TO-UNDERSTAND1* | ON-OR-AT1^* |
l | | |
m | wenn | nicht | verstehen | oral | nicht | verstehen | oft |
Leipzig | dgskorpus_lei_11 | 31-45f The educators there used to speak, of course, but that was normal. |
r | | TO-FIND1B^* | LIKE-THIS1A* | ORAL1* | USUAL1 | $GEST-DECLINE1^ |
l | | |
m | erzieher | so | oral | normal | [MG] |
Leipzig | dgskorpus_lei_11 | 31-45f Such an oral environment at school, just like in the old days, was no option for my son. |
r | LIKE4A | PAST-OR-BACK-THEN1 | SCHOOL1A | ORAL1* | I1 | FOR1* | POSSIBLE1* |
l | | | | |
m | wie | früher | schule | oral oral oral oral | | für | unmöglich |
Leipzig | dgskorpus_lei_11 | 31-45f But in day care, where he actually lived, they only communicated in an oral manner. |
r | TO-SLEEP1^ | HOME3 | NOT3A* | ORAL1* | $INDEX1* | $GEST-OFF^* |
l | | | | |
m | heim | [MG] | oral | | [MG] |
Leipzig | dgskorpus_lei_12 | 61+m I thought it was all great. |
r | | | $GEST^ | ORAL1* | SUPER2* |
l | |
m | | oral | |
Leipzig | dgskorpus_lei_12 | 61+m We had to watch ourselves in the mirror and practice over and over again. |
r | TO-LOOK2 | MIRROR1 | TO-LOOK2* | ORAL1* | TO-PRACTICE1 |
l | | | | |
m | | spiegel | | | [MG] |
Leipzig | dgskorpus_lei_12 | 61+m The child’s upbringing was mostly oral. |
r | | | TO-GROW2A | ORAL1* | MORE1 | ORAL1 |
l | | | | |
m | | | mehr | oral |
Leipzig | dgskorpus_lei_12 | 61+m Obviously, ever since I shifted from the oral method towards using sign language, I can only advocate life with sign language. |
r | HENCE1* | CLEAR1A | I2 | ORAL1* | $INDEX1 | THROUGH2A* | TO-SWAP1B |
l | | | | |
m | | klar | | oral | dadurch | |
Münster | dgskorpus_mst_04 | 31-45m My father told me, Germany was playing against the GDR. |
r | | FATHER8 | $INDEX1 | ORAL1* | $INDEX1 |
l | | | | |
m | vater | oral | das |
Münster | dgskorpus_mst_13 | 46-60f The teacher always used spoken language. |
r | | | TEACHER2* | ORAL1* | THROUGH1A* |
l | |
m | leh{rer} | oral | [MG] |
Münster | dgskorpus_mst_13 | 46-60f We only articulated. The brain was made to articulate properly and to improve our pronunciation. |
r | | | | ORAL1* | VOICE1* | ONLY2A | BRAIN1A |
l | | | | |
m | ora{l} | st{imme} | nur | |
Münster | dgskorpus_mst_13 | 46-60f We only articulated. The brain was made to articulate properly and to improve our pronunciation. |
r | ONLY2A | BRAIN1A | PICTURE4* | ORAL1* | VOICE1* | TO-IMPROVE1 |
l | | | | |
m | nur | | | oral | | verbe{ssern} |
München (Munich) | dgskorpus_mue_01 | 61+f I prefer it to be more oral. |
r | I1 | TO-LIKE4* | WITH1B* | ORAL1* | I1 |
l | | | | |
m | | | mit | oral |
München (Munich) | dgskorpus_mue_06 | 18-30f If hearing and speaking doesn't work, where are they supposed to go? |
r | | | SUDDENLY4* | ORAL1* | TO-HEAR1* | IT-WORKS-OUT1* | $INDEX1 |
l | | | | |
m | [MG] | | klappt nicht | |
München (Munich) | dgskorpus_mue_10 | 31-45m They sent me to attend articulation exercises, like this, b, r, n, and I really had to try hard there. |
r | $CUED-SPEECH* | RIGHT-OR-AGREED1A | $CUED-SPEECH* | ORAL1* | TO-BE-COMMITTED1 |
l | | | | |
m | r | stimmt | n | oral | [MG] |
München (Munich) | dgskorpus_mue_10 | 31-45m If you have to interact with one person repeatedly, you can read their lips or sign very simple things. |
r | BOTH2B* | OFTEN3 | BIT2A | ORAL1* | EASY1 | BIT1B* | TO-SIGN1A* |
l | | | | |
m | … | bisschen | [MG] | einfach | [MG] |
München (Munich) | dgskorpus_mue_10 | 31-45m Or was it rather easy with reading lips, pointing, and gesturing? |
r | | | EASY1* | ORAL1* | TO-POINT-AT1* | TO-SIGN1A* |
l | | |
m | einfach einfach | [MG] |
München (Munich) | dgskorpus_mue_10 | 31-45m I do have a nephew, though, who signs a little and speaks over articulately especially for me. |
r | I1* | EXTRA1 | $GEST-NM-SPEAKING1^ | ORAL1* |
l | | |
m | für | extra | [MG] |
München (Munich) | dgskorpus_mue_13 | 46-60m Both classes used the oral method, but they were separated into 1a and 1b nonetheless. |
r | | | | ORAL1* | HOW-QUESTION-COMPARISON1* | WORD1^* | UNION2A^ |
l | |
m | oral | wie | | |
München (Munich) | dgskorpus_mue_13 | 46-60m It was only the oral method, listening and speaking. |
r | | | HEARING1A* | ORAL1* | $GEST-OFF^ |
l | | |
m | hören | oral | |
München (Munich) | dgskorpus_mue_13 | 46-60m Everything was about writing and the oral method. |
r | | | | ORAL1* | TO-WRITE1A | COMMUNICATION1A^* |
l | |
m | oral | | oral |
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 | I2* | TO-UNDERSTAND1 | NOT1 | ORAL1* |
l | | | |
m | | verstehen | oral |
München (Munich) | dgskorpus_mue_13 | 46-60m He was good with the spoken language, so he could read the hearing teacher’s lips. |
r | $INDEX1* | LIKE3B | $INDEX1* | ORAL1* | $INDEX1* | $INDEX1* | HARD-OF-HEARING1* |
l | | | | | | |
m | | wie | | oral | | schwerhörig |
Rostock | dgskorpus_mvp_06 | 61+m It was just never used, everything was in spoken language. |
r | | ALWAYS3 | ONLY1 | ORAL1* | DIRECTION3* |
l | | | | |
m | immer | nur | oral | |
Rostock | dgskorpus_mvp_06 | 61+m Everything went as usual there, the spoken language was used all around. |
r | USUAL1* | $GEST-OFF^ | USUAL1* | ORAL1* | TO-SPEAK1A* | $GEST-NM^ |
l | | |
m | normal | oral | [MG] | [MG] |
Rostock | dgskorpus_mvp_06 | 61+m It’s not that easy to read children’s lips. |
r | | CHILD2* | PERFECT1* | ORAL1* | ORAL2* | ORAL1* | MEDIOCRE1 |
l | | | | | |
m | kinder | perfekt | | oral | [MG] |
Rostock | dgskorpus_mvp_06 | 61+m It’s not that easy to read children’s lips. |
r | PERFECT1* | ORAL1* | ORAL2* | ORAL1* | MEDIOCRE1 |
l | | | | |
m | perfekt | | oral | [MG] |
Nürnberg (Nuremberg) | dgskorpus_nue_02 | 61+f But back in the days, when we had to read lips, I constantly got lost and didn't understand a thing. |
r | | | PAST-OR-BACK-THEN1 | ORAL1* | I1 | TO-LOSE-ONES-TRAIN-OF-THOUGHT1^ | I1 |
l | | | | |
m | früher | oral | | | |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m English classes are taught in German Sign Language. |
r | TO-TEACH1 | AND5 | $GEST-OFF^* | ORAL1* | TO-SIGN1G* | GERMAN1 | TO-SIGN1G* |
l | | | | $INDEX1 |
m | | und | | [MG] | [MG] | deutsch | |
Nürnberg (Nuremberg) | dgskorpus_nue_03 | 31-45m It used to be oral, but that’s not modern anymore. |
r | | | PAST-OR-BACK-THEN1* | ORAL1* | NOW1* | MODERN1A* | USUAL1* |
l | | | | | |
m | früher | | jetzt | | normal |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f The speaking got less, and I signed more. |
r | | | LIKE3A* | ORAL1* | LITTLE-BIT7B* | LIKE3A* | ORAL1* |
l | | |
m | wie | | | wie | [MG] |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f The speaking got less, and I signed more. |
r | ORAL1* | LITTLE-BIT7B* | LIKE3A* | ORAL1* | LITTLE-BIT7B* | MORE1* | I2 |
l | | | | |
m | | | wie | [MG] | [MG] | mehr | |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f In the beginning, I had to go back to being taught orally. |
r | | BEGINNING1A* | BACK2* | ORAL1* |
l | | |
m | anfang | wieder zurück | [MG] |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f There were more teachers who only spoke. |
r | | | MORE1* | ORAL1* | PEOPLE2* | TEACHER2* | ORAL1* |
l | | | | |
m | mehr | [MG] | | l{ehrer} | |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f There were more teachers who only spoke. |
r | ORAL1* | PEOPLE2* | TEACHER2* | ORAL1* |
l | | | |
m | [MG] | | l{ehrer} | |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f I think I started between seventh or eighth grade; in class they rather used LBG [signed German] or the oral method. |
r | SIGNED-GERMAN1 | OR5 | MORE1* | ORAL1* |
l | | |
m | l-b-g | oder | mehr | |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f And someone else said, “I’m German, too.” |
r | $PROD | I1 | GERMAN1* | ORAL1* |
l | | | |
m | … | ich bin | deutsch | [MG] |
Nürnberg (Nuremberg) | dgskorpus_nue_04 | 18-30f I tried to read lips to get what they said. |
r | | $INDEX1 | BIT2A* | ORAL1* | HELLO1* | $INDEX1 | TO-SPEAK3* |
l | | | | | |
m | [MG] | bisschen | [MG] | hallo | | [MG] |
Nürnberg (Nuremberg) | dgskorpus_nue_08 | 18-30f Back in the day, schools were horrible. Everything was done orally, there were no signs. |
r | PAST-OR-BACK-THEN1* | SCHOOL1A* | BAD3D | ORAL1* | $GEST-OFF^ | WITHOUT1 | $GEST-OFF^ |
l | | |
m | früher | schule | schlimm | oral | | ohne |
Nürnberg (Nuremberg) | dgskorpus_nue_08 | 18-30f They just speak and write a few things down on the blackboard.“ |
r | | | | ORAL1* | AND2B* | TO-WRITE1F* | $GEST-OFF^ |
l | | |
m | [MG] | und | | |
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 | IMAGINATION3* | $INDEX1* | TO-TEACH1 | ORAL1* | $INDEX1 | NOT5* | TO-UNDERSTAND1* |
l | | | | | |
m | vor{stellen} | | unterricht | [MG] | | nicht | verstanden |
Nürnberg (Nuremberg) | dgskorpus_nue_08 | 18-30f Then imagine what that’s like at a school with oral lessons. |
r | $GEST-OFF^ | TO-TEACH1 | $GEST-OFF^ | ORAL1* | $GEST-OFF^ |
l | |
m | | | | [MG] | |
Schleswig-Holstein | dgskorpus_sh_02 | 18-30f I believed I had to accept all those things, like my oral education or other things in general. |
r | FOR1 | EXTRA1 | TO-MEASURE1A | ORAL1* | $LIST1:2of2d | OR1* | TO-OBEY1B |
l | | | |
m | für | extra | maß | oral | | | [MG] |
Stuttgart | dgskorpus_stu_02 | 18-30f We were supposed to speak better which was why she sent us to a speech and language therapist. |
r | | | MORE1* | ORAL1* | TO-COME1* | $ALPHA1:L | MOUTH1A^ |
l | | | | | |
m | mehr | oral | | logopädie |
Stuttgart | dgskorpus_stu_02 | 18-30f Everything was oral there again, which shocked me. |
r | | TO-BE-CONFUSED1* | $ORAL^ | ORAL1* | $GEST^ |
l | |
m | | mehr | oral | |
Stuttgart | dgskorpus_stu_02 | 18-30f The teachers in Wilhemsdorf were speaking with us also, but us children used to sign among each other. |
r | | WILHELMSDORF1 | ALSO1A | ORAL1* | EDUCATION-OR-UPBRINGING1A | TEACHER4 | BUT1* |
l | | | |
m | wilhelmsdorf | au{ch} | oral | erzieh | lehrer | aber |
Stuttgart | dgskorpus_stu_02 | 18-30f Everyone in Althausen spoke without exceptions. |
r | | $INDEX1 | TO-TEACH1* | ORAL1* | TO-SPEAK6 | I2 | HELPLESS1B* |
l | | | | |
m | altenhausen | unter{richt} | oral oral | [MG] | | |
Stuttgart | dgskorpus_stu_02 | 18-30f Reading lips is very exhausting indeed, so signing during breaks felt good, and I felt comfortable. |
r | | | | ORAL1* | PERCEPTION1* | I1* | EXHAUSTING4 |
l | | | |
m | oral | | | anstrengend |
Stuttgart | dgskorpus_stu_02 | 18-30f At the school for the hard of hearing people we used sign language, and during the private lessons we had to speak. |
r | $INDEX1* | TO-POSTPONE3^ | I1* | ORAL1* | $GEST-OFF^* |
l | | | | |
m | | | | [MG] | |
Stuttgart | dgskorpus_stu_02 | 18-30f In primary school people used to speak a lot, and we were supposed to avoid using sign language. |
r | MORE1* | BIT2A | MORE1* | ORAL1* | AND2A* | BIT2A | $GEST-OFF^* |
l | | | | |
m | bisschen | mehr | oral | und | bisschen | |
Stuttgart | dgskorpus_stu_09 | 18-30m The only thing that went to far was all those orally-oriented methods. |
r | $NUM-ONE-TO-TEN1A:1d | SOLE1* | WHAT1B* | ORAL1* | $INDEX1* |
l | | | | |
m | nur | einzig | was | oral |
Stuttgart | dgskorpus_stu_09 | 18-30m Back then, the teachers used the oral method to teach us, as well. |
r | TEACHER1* | PERSON1* | $INDEX1 | ORAL1* |
l | | | |
m | lehrer | | | oral |
Stuttgart | dgskorpus_stu_10 | 18-30m Education there was completely oral. |
r | | | EDUCATION-OR-UPBRINGING1A | ORAL1* |
l | |
m | erziehung | oral |
Stuttgart | dgskorpus_stu_10 | 18-30m I grew up with the oral education. |
r | | I1* | TO-PERCEIVE-EYE1B^* | ORAL1* | TO-GROW-UP1B |
l | | | | |
m | | | oral | au{fwachsen} |
Stuttgart | dgskorpus_stu_10 | 18-30m Then in school, I was forced to learn with the oral method from the first until the fifth grade. |
r | SCHOOL1A | $INDEX1 | ALSO1A* | ORAL1* | TO-PRESSURE1* |
l | | | | |
m | schule | | auch | oral | |
Stuttgart | dgskorpus_stu_10 | 18-30m One has to learn the subject matter, but because it was oral, one couldn’t rely on understanding it. One had to read up on everything again. |
r | TO-READ1C^ | CLEAR1A* | MOUTH1A^ | ORAL1* | I1 | TO-UNDERSTAND1 | I1* |
l | | | | | | |
m | | klar | | | | verstehen | ich |
Stuttgart | dgskorpus_stu_10 | 18-30m Nothing was oral, so that was great, and we were signing at school as well. |
r | | | | ORAL1* | NOT3A | TO-SIGN1G | CAN1* |
l | | |
m | oral | | | kann |
Stuttgart | dgskorpus_stu_10 | 18-30m I was only confronted with oral education for a short time at my first school in Heilbronn. |
r | | | TO-GROW-UP1B | ORAL1* | I1 | ONLY2A | SHORT3A* |
l | | | | |
m | | oral | | nur | kurz |
Stuttgart | dgskorpus_stu_10 | 18-30m Other than that I wasn’t taught orally. |
r | | | NONE8 | ORAL1* | NOTHING1B* |
l | | |
m | | oral | nichts |
Stuttgart | dgskorpus_stu_10 | 18-30m My entire class was deaf as well, but we were taught orally from first through fifth grade anyway. |
r | UNTIL1 | $NUM-ORDINAL1:5 | I2 | ORAL1* |
l | | | | |
m | bis | fünfte | | oral |
Stuttgart | dgskorpus_stu_10 | 18-30m There were short oral exercises but other than that, we were taught using sign language. |
r | CAN1 | SHORT3A | TO-PRACTICE1 | ORAL1* | TO-PRACTICE1 | DONE1A | TO-SIGN1A |
l | | |
m | kann | kurz | übung | oral | übung | | |
Stuttgart | dgskorpus_stu_10 | 18-30m I was very young and explained to my mother that the teachers were bad, because they communicated orally while I wanted to sign. |
r | I1 | TEACHER1* | BAD-OR-STALE2 | ORAL1* | ANNOYING1 | WELL1* | TO-SIGN1G |
l | | | | | |
m | | lehrer | | [MG] | [MG] | | |