1431277… (koe20): Free Conversation

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

Time	Translation	Lexem/Gebärde		Mouth	Translation	Lexeme/Sign		Mouth	Moderator
		right hand	left hand			right hand	left hand
00:00:00:00 00:00:01:38
00:00:01:38 00:00:01:47	Where does your eldest son go to school?
00:00:01:47 00:00:02:05		YOU1
00:00:02:05 00:00:02:12
00:00:02:12 00:00:02:18		$NUM-ORDINAL1:1d		erst
00:00:02:18 00:00:02:29
00:00:02:29 00:00:02:32		SON1		sohn
00:00:02:32 00:00:02:43
00:00:02:43 00:00:02:48		YOU1
00:00:02:48 00:00:03:11
00:00:03:11 00:00:03:23		SCHOOL1A		schule
00:00:03:23 00:00:03:29
00:00:03:29 00:00:03:37		TO-JOIN1*		wo
00:00:03:37 00:00:03:42
00:00:03:42 00:00:03:47		WHERE1A*
00:00:03:47 00:00:04:06
00:00:04:06 00:00:04:16		$$EXTRA-LING-ACT^
00:00:04:16 00:00:04:23					He goes to school in Essen.
00:00:04:23 00:00:04:32
00:00:04:32 00:00:04:35						$INDEX1
00:00:04:35 00:00:04:44
00:00:04:44 00:00:04:49						ESSEN-CITY1*		essen
00:00:04:49 00:00:05:12
00:00:05:12 00:00:05:18						SCHOOL2E		schule
00:00:05:18 00:00:05:24
00:00:05:24 00:00:05:27						$INDEX1
00:00:05:27 00:00:05:41
00:00:05:41 00:00:06:08
00:00:06:08 00:00:07:01	The school for the deaf used to be at a different place. Now, the school for the hard of hearing and the school for the deaf share a location.
00:00:07:01 00:00:07:12		$INDEX1
00:00:07:12 00:00:07:22
00:00:07:22 00:00:07:27		PAST-OR-BACK-THEN1*		früh
00:00:07:27 00:00:07:35
00:00:07:35 00:00:07:37		DEAF1A*		gehörlos{en}schule
00:00:07:37 00:00:07:49
00:00:07:49 00:00:08:01		$PROD*
00:00:08:01 00:00:08:08
00:00:08:08 00:00:08:11		NOT-ANYMORE1B*		nicht mehr
00:00:08:11 00:00:08:15
00:00:08:15 00:00:08:40		$PROD*
00:00:08:40 00:00:09:00
00:00:09:00 00:00:09:04		HARD-OF-HEARING1*		schwerhörigenschule
00:00:09:04 00:00:09:08
00:00:09:08 00:00:09:10		SCHOOL2G*
00:00:09:10 00:00:09:20
00:00:09:20 00:00:09:36		$INDEX1
00:00:09:36 00:00:09:44
00:00:09:44 00:00:10:02	The school is located on Tonstraße [street name], isn’t it?
00:00:10:02 00:00:10:05		SOUND1		ton
00:00:10:05 00:00:10:10
00:00:10:10 00:00:10:17		STREET1A*		straße
00:00:10:17 00:00:10:26
00:00:10:26 00:00:10:29					Yes.
00:00:10:29 00:00:10:37		$INDEX1	$PROD*
00:00:10:37 00:00:10:44						$GEST-NM-NOD-HEAD1^
00:00:10:44 00:00:10:49		RIGHT-OR-AGREED1A	$PROD*	stimmt
00:00:10:49 00:00:11:09
00:00:11:09 00:00:11:16		$INDEX1
00:00:11:16 00:00:12:31
00:00:12:31 00:00:13:04	Deaf and hard of hearing students attend the same school, but classes are held separate, isn’t that right?
00:00:13:04 00:00:13:17		DEAF1A
00:00:13:17 00:00:13:26
00:00:13:26 00:00:13:32		HARD-OF-HEARING1		schwerhörig
00:00:13:32 00:00:13:41
00:00:13:41 00:00:14:15		INTEGRATION1^		[MG]
00:00:14:15 00:00:14:19
00:00:14:19 00:00:14:25		$ORAL^		aber
00:00:14:25 00:00:14:28
00:00:14:28 00:00:14:31		TO-TEACH1*		unterricht
00:00:14:31 00:00:14:48
00:00:14:48 00:00:15:22		TO-SEPARATE1B*
00:00:15:22 00:00:15:37
00:00:15:37 00:00:16:00
00:00:16:00 00:00:16:06		WHAT-DOES-IT-LOOK-LIKE1		{wie sieht} aus
00:00:16:06 00:00:16:07					No.
00:00:16:07 00:00:16:34						$GEST-NM-SHAKE-HEAD1^		[MG]
00:00:16:34 00:00:16:46
00:00:16:46 00:00:17:00					I had a couple of requests concerning that.
00:00:17:00 00:00:17:07						$GEST-OFF1^
00:00:17:07 00:00:17:20
00:00:17:20 00:00:17:29						I1
00:00:17:29 00:00:17:43
00:00:17:43 00:00:18:13						TO-CLAIM1
00:00:18:13 00:00:18:23
00:00:18:23 00:00:18:31						WHAT1B*		was
00:00:18:31 00:00:18:49
00:00:18:49 00:00:19:05						$$EXTRA-LING-ACT^
00:00:19:05 00:00:19:07
00:00:19:07 00:00:19:13
00:00:19:13 00:00:19:20					Before my kids started school, I told the school what I was expecting from them.
00:00:19:20 00:00:19:34						$GEST-OFF1^
00:00:19:34 00:00:19:49
00:00:19:49 00:00:20:09						TO-SEND-SB-TO-SCHOOL1		einschul
00:00:20:09 00:00:20:22
00:00:20:22 00:00:20:46						BEFORE1D		zuvor
00:00:20:46 00:00:21:13
00:00:21:13 00:00:21:16						I1
00:00:21:16 00:00:21:22
00:00:21:22 00:00:21:33						TO-CLAIM1		[MG]
00:00:21:33 00:00:21:48
00:00:21:48 00:00:22:11						TO-LET-KNOW1A
00:00:22:11 00:00:23:00
00:00:23:00 00:00:23:10	Was it three years ago?
00:00:23:10 00:00:23:14		ALREADY1A		schon
00:00:23:14 00:00:23:26					I/	I1*
00:00:23:26 00:00:24:08		$NUM-YEAR-BEFORE-NOW1:3d*		drei jahr drei jahr
00:00:24:08 00:00:24:11
00:00:24:11 00:00:25:11
00:00:25:11 00:00:25:27	I mean that your son started school?
00:00:25:27 00:00:26:04		TO-SEND-SB-TO-SCHOOL1
00:00:26:04 00:00:26:20
00:00:26:20 00:00:26:29		SCHOOL1A		schule
00:00:26:29 00:00:26:31
00:00:26:31 00:00:27:08		TO-SEND-SB-TO-SCHOOL1*
00:00:27:08 00:00:27:41
00:00:27:41 00:00:27:49					Yes, it’s been three years since then. That’s right.
00:00:27:49 00:00:28:01						$NUM-ONE-TO-TEN1A:3d		drei
00:00:28:01 00:00:28:04
00:00:28:04 00:00:28:06	Three years ago?	$NUM-YEAR-BEFORE-NOW1:3d		drei jahr
00:00:28:06 00:00:28:09						$NUM-ONE-TO-TEN1A:1d		ein
00:00:28:09 00:00:28:12
00:00:28:12 00:00:28:15						HALF3		halb
00:00:28:15 00:00:28:21						YEAR2A		jahr
00:00:28:21 00:00:28:25	So, you made demands.
00:00:28:25 00:00:28:27		YOU1*
00:00:28:27 00:00:28:31
00:00:28:31 00:00:28:36		BEFOREHAND2*		vorher
00:00:28:36 00:00:28:39						RIGHT-OR-AGREED1A
00:00:28:39 00:00:28:44
00:00:28:44 00:00:29:01
00:00:29:01 00:00:29:06		TO-CLAIM1		[MG]
00:00:29:06 00:00:29:15					I told the school management in advance what I my expectations were.
00:00:29:15 00:00:29:31
00:00:29:31 00:00:29:33
00:00:29:33 00:00:29:43						BEFORE1A*		davor
00:00:29:43 00:00:30:06
00:00:30:06 00:00:30:18						TO-CLAIM1
00:00:30:18 00:00:30:29
00:00:30:29 00:00:30:36						TO-LET-KNOW1A
00:00:30:36 00:00:30:44
00:00:30:44 00:00:31:05					I didn’t want them to group the children based on their audiograms.
00:00:31:05 00:00:31:27						I1		ich
00:00:31:27 00:00:31:38
00:00:31:38 00:00:31:42						TO-WISH1B		wünsch
00:00:31:42 00:00:32:04
00:00:32:04 00:00:32:13						NOT3A		nicht
00:00:32:13 00:00:32:43
00:00:32:43 00:00:33:02						$INDEX1
00:00:33:02 00:00:34:15
00:00:34:15 00:00:34:21						DEPENDENT3
00:00:34:21 00:00:34:23
00:00:34:23 00:00:34:29						WHAT1A		was
00:00:34:29 00:00:34:44
00:00:34:44 00:00:35:49						AUDIOGRAM1
00:00:35:49 00:00:36:05
00:00:36:05 00:00:36:09						GROUP1A*
00:00:36:09 00:00:36:19
00:00:36:19 00:00:36:26						DIFFERENT1*
00:00:36:26 00:00:36:35
00:00:36:35 00:00:36:43						CLASS5*		klasse
00:00:36:43 00:00:37:10
00:00:37:10 00:00:37:20						$PROD*
00:00:37:20 00:00:37:32
00:00:37:32 00:00:37:45						$PROD*
00:00:37:45 00:00:37:49
00:00:37:49 00:00:38:07					I didn’t agree with it.
00:00:38:07 00:00:38:16						I1
00:00:38:16 00:00:38:29
00:00:38:29 00:00:38:44						AGREED1		nicht einverstanden
00:00:38:44 00:00:39:05
00:00:39:05 00:00:39:19						I1
00:00:39:19 00:00:39:31					All children with sign language competence should be in one class.
00:00:39:31 00:00:40:03						SIGN-LANGUAGE1A		gebärdensprach
00:00:40:03 00:00:40:12
00:00:40:12 00:00:40:24						COMPETENCE1		komp{etenz}
00:00:40:24 00:00:40:37
00:00:40:37 00:00:40:49						PERSON1*
00:00:40:49 00:00:41:11
00:00:41:11 00:00:41:36						TOGETHER1A*
00:00:41:36 00:00:42:08
00:00:42:08 00:00:42:13
00:00:42:13 00:00:42:22					Even if there’s only a handful of them, that shouldn’t really matter.
00:00:42:22 00:00:42:33						OR4B		oder
00:00:42:33 00:00:43:03
00:00:43:03 00:00:43:19						$GEST-OFF1^
00:00:43:19 00:00:43:32
00:00:43:32 00:00:44:01						LITTLE-BIT9*		wenig
00:00:44:01 00:00:44:09
00:00:44:09 00:00:44:22						WHATEVER3		egal
00:00:44:22 00:00:44:31					If the child needs sign language, okay.
00:00:44:31 00:00:44:36						$INDEX1
00:00:44:36 00:00:45:00
00:00:45:00 00:00:45:08						TO-NEED1*		brauch
00:00:45:08 00:00:45:15
00:00:45:15 00:00:45:36						SIGN-LANGUAGE1A		gebärdensprach
00:00:45:36 00:00:45:44
00:00:45:44 00:00:45:47						OKAY1A		okay
00:00:45:47 00:00:46:05
00:00:46:05 00:00:46:12					In this group there are children with various hearing abilities, but they all use sign language as their mother language.
00:00:46:12 00:00:46:34							TO-PUT1A
00:00:46:34 00:00:47:02
00:00:47:02 00:00:47:08						$INDEX1
00:00:47:08 00:00:47:21
00:00:47:21 00:00:47:26						TO-HEAR2*
00:00:47:26 00:00:47:35
00:00:47:35 00:00:48:08						TO-PERCEIVE-EAR1^*		[MG]
00:00:48:08 00:00:48:32
00:00:48:32 00:00:48:43						BUT1*		aber
00:00:48:43 00:00:49:15
00:00:49:15 00:00:49:25						$INDEX1
00:00:49:25 00:00:49:34
00:00:49:34 00:00:50:05						TO-SIGN1B
00:00:50:05 00:00:50:26
00:00:50:26 00:00:50:33						MOTHER1*		muttersprache
00:00:50:33 00:00:50:41
00:00:50:41 00:00:50:46						LANGUAGE4B
00:00:50:46 00:00:51:11
00:00:51:11 00:00:51:23						DGS1		d-g-s
00:00:51:23 00:00:51:30
00:00:51:30 00:00:51:37						HIS-HER1
00:00:51:37 00:00:51:47
00:00:51:47 00:00:52:06					I wanted them to be in one class.
00:00:52:06 00:00:52:12						I1*
00:00:52:12 00:00:52:26
00:00:52:26 00:00:52:36						GROUP1B		klasse
00:00:52:36 00:00:52:44
00:00:52:44 00:00:53:10						CLASS2
00:00:53:10 00:00:53:14
00:00:53:14 00:00:53:35						$GEST-OFF1^
00:00:53:35 00:00:54:04
00:00:54:04 00:00:54:07
00:00:54:07 00:00:54:16					They incorporated my demand in their planning, and it was a full success.
00:00:54:16 00:00:54:35						TO-PLAN-AND-GO-THROUGH-WITH-STH1		[MG]
00:00:54:35 00:00:54:41
00:00:54:41 00:00:55:17						SOMETIME1*		[MG]
00:00:55:17 00:00:55:35
00:00:55:35 00:00:55:47						SHORT-TERM1B		[MG]
00:00:55:47 00:00:56:07
00:00:56:07 00:00:56:24						$GEST-NM^
00:00:56:24 00:00:56:34
00:00:56:34 00:00:56:46						SUCCESS1		[MG]
00:00:56:46 00:00:57:04
00:00:57:04 00:00:57:08	It depends on the parents; there are parents with very different opinions.	$ORAL^		aber
00:00:57:08 00:00:57:26
00:00:57:26 00:00:57:41
00:00:57:41 00:00:57:48		DEPENDENT3		abhängig
00:00:57:48 00:00:58:09
00:00:58:09 00:00:58:16		PARENTS1B		eltern
00:00:58:16 00:00:58:33
00:00:58:33 00:00:58:37		OPINION1B*		verschieden meinung
00:00:58:37 00:00:58:38
00:00:58:38 00:00:58:48		DISTINCT1*
00:00:58:48 00:00:59:07
00:00:59:07 00:00:59:25		$INDEX1
00:00:59:25 00:00:59:34	Maybe some children are able to use sign language, but the hearing parents want classes based on the results of the audiometry.
00:00:59:34 00:00:59:41		CHILD2*		kinder
00:00:59:41 00:01:00:04					No, their/
00:01:00:04 00:01:00:06						I1		[MG]
00:01:00:06 00:01:00:14
00:01:00:14 00:01:00:19		TO-SIGN1A*		aber
00:01:00:19 00:01:00:24						HIS-HER1		[MG]
00:01:00:24 00:01:00:28
00:01:00:28 00:01:00:34					Others/
00:01:00:34 00:01:00:39		BUT1*
00:01:00:39 00:01:00:44
00:01:00:44 00:01:01:00		THERE-IS3*		gibt		DIFFERENT1*		a{nders}
00:01:01:00 00:01:01:03
00:01:01:03 00:01:01:08
00:01:01:08 00:01:01:14					Hang on/
00:01:01:14 00:01:01:28						$GEST-ATTENTION1^
00:01:01:28 00:01:01:37		HEARING1A*		hö{rend}
00:01:01:37 00:01:01:41					There were four of us.
00:01:01:41 00:01:01:43
00:01:01:43 00:01:01:45						I1
00:01:01:45 00:01:02:00
00:01:02:00 00:01:02:04		PARENTS1B		eltern
00:01:02:04 00:01:02:17						$NUM-NUMBER-OF-PEOPLE1:4		[MG]
00:01:02:17 00:01:02:29
00:01:02:29 00:01:02:32		TO-WISH1A*		wünsch
00:01:02:32 00:01:02:41
00:01:02:41 00:01:03:02		TO-JOIN1*
00:01:03:02 00:01:03:04
00:01:03:04 00:01:03:09					It’s their decision.
00:01:03:09 00:01:03:17
00:01:03:17 00:01:03:24						TO-BELONG1^*		[MG]
00:01:03:24 00:01:03:31		AUDIOGRAM1
00:01:03:31 00:01:03:35
00:01:03:35 00:01:03:44					There were four of us, parents, who were demanding it.
00:01:03:44 00:01:04:07						$NUM-NUMBER-OF-PEOPLE1:4		vier
00:01:04:07 00:01:04:19
00:01:04:19 00:01:04:21	I see, four is great.
00:01:04:21 00:01:04:29
00:01:04:29 00:01:04:36						PARENTS1A*		eltern
00:01:04:36 00:01:04:42		SUDDENLY4*		[MG]
00:01:04:42 00:01:04:43						I1
00:01:04:43 00:01:05:03
00:01:05:03 00:01:05:06		$NUM-ONE-TO-TEN1A:4		vier		TO-CLAIM1		[MG]
00:01:05:06 00:01:05:14
00:01:05:14 00:01:05:18
00:01:05:18 00:01:05:22					There were four of us.
00:01:05:22 00:01:05:24						I1
00:01:05:24 00:01:05:31
00:01:05:31 00:01:05:41						$NUM-NUMBER-OF-PEOPLE1:4*		[MG]
00:01:05:41 00:01:06:08	Four is enough.
00:01:06:08 00:01:06:16			$NUM-ONE-TO-TEN1A:4
00:01:06:16 00:01:06:23
00:01:06:23 00:01:06:30		ENOUGH1B		genug
00:01:06:30 00:01:06:34
00:01:06:34 00:01:06:36
00:01:06:36 00:01:07:02						$NUM-ONE-TO-TEN1A:4	$GEST-OFF1^*
00:01:07:02 00:01:07:08
00:01:07:08 00:01:07:12					We told the school management what we wanted from them.
00:01:07:12 00:01:07:14						I1
00:01:07:14 00:01:07:19
00:01:07:19 00:01:07:30						TO-LET-KNOW1A
00:01:07:30 00:01:07:42
00:01:07:42 00:01:08:01						TO-CLAIM1		[MG]
00:01:08:01 00:01:08:03
00:01:08:03 00:01:08:06					They noted it all down, and we succeeded.
00:01:08:06 00:01:08:09						$INDEX1*
00:01:08:09 00:01:08:19
00:01:08:19 00:01:08:31						HIS-HER1
00:01:08:31 00:01:09:01
00:01:09:01 00:01:09:25						THIS-AND-THAT1^		ein{tragen}
00:01:09:25 00:01:10:00
00:01:10:00 00:01:10:10						SUCCESS1		[MG]
00:01:10:10 00:01:10:24
00:01:10:24 00:01:11:04						$GEST-OFF1^
00:01:11:04 00:01:11:14
00:01:11:14 00:01:11:26					There were three groups.
00:01:11:26 00:01:11:36						$NUM-ONE-TO-TEN1A:3d*		drei
00:01:11:36 00:01:11:48
00:01:11:48 00:01:12:29						GROUP1B*		gruppe
00:01:12:29 00:01:12:43
00:01:12:43 00:01:13:06							$NUM-ONE-TO-TEN1A:3d
00:01:13:06 00:01:13:14
00:01:13:14 00:01:13:40					The first group was established for children who were able to use sign language; hearing abilities didn’t matter.
00:01:13:40 00:01:13:48						$LIST1:1of3d
00:01:13:48 00:01:14:05
00:01:14:05 00:01:14:19						$GEST-OFF1^
00:01:14:19 00:01:14:36
00:01:14:36 00:01:14:48						SIGN-LANGUAGE1A*		gebärdensprachkompetenz
00:01:14:48 00:01:15:07
00:01:15:07 00:01:15:19						COMPETENCE1*
00:01:15:19 00:01:15:37
00:01:15:37 00:01:15:44						TO-HEAR2*
00:01:15:44 00:01:16:03
00:01:16:03 00:01:16:18						WHATEVER3*		egal
00:01:16:18 00:01:16:25
00:01:16:25 00:01:16:33						$GEST-DECLINE1^*
00:01:16:33 00:01:16:41
00:01:16:41 00:01:17:01						$LIST1:1of3d		[MG]
00:01:17:01 00:01:17:05
00:01:17:05 00:01:17:44					The second group was established for children with learning difficulties.
00:01:17:44 00:01:18:21						$LIST1:2of3d
00:01:18:21 00:01:18:39
00:01:18:39 00:01:18:43						TO-LEARN1*		lernbehin{dert}
00:01:18:43 00:01:18:47
00:01:18:47 00:01:19:04	Were there more than your four children?
00:01:19:04 00:01:19:25						DISABILITY1*
00:01:19:25 00:01:19:41		$NUM-ONE-TO-TEN1B:4*		vier
00:01:19:41 00:01:19:44
00:01:19:44 00:01:20:00
00:01:20:00 00:01:20:05		SUDDENLY4*		[MG]
00:01:20:05 00:01:20:13
00:01:20:13 00:01:20:22		$NUM-ONE-TO-TEN1B:4
00:01:20:22 00:01:20:30					Yes, these four kids were in the first group.
00:01:20:30 00:01:20:31		MORE1		noch mehr
00:01:20:31 00:01:20:33						$NUM-ONE-TO-TEN1A:4*		vier
00:01:20:33 00:01:20:36
00:01:20:36 00:01:20:42
00:01:20:42 00:01:20:48						$LIST1:1of3d*
00:01:20:48 00:01:21:04		IN-ADDITION1
00:01:21:04 00:01:21:08
00:01:21:08 00:01:21:24	So, no others but only the four of them.
00:01:21:24 00:01:21:26						$NUM-ONE-TO-TEN1A:4*		vier
00:01:21:26 00:01:21:30
00:01:21:30 00:01:21:33		MORE1*		noch mehr
00:01:21:33 00:01:21:41						$LIST1:1of3d*
00:01:21:41 00:01:21:44
00:01:21:44 00:01:22:00
00:01:22:00 00:01:22:05		NOT3B*
00:01:22:05 00:01:22:10
00:01:22:10 00:01:22:20		$NUM-ONE-TO-TEN1B:4		vier
00:01:22:20 00:01:22:23
00:01:22:23 00:01:22:29					No, no. There were eight in total.
00:01:22:29 00:01:22:35		NO3B^
00:01:22:35 00:01:22:37						NO1B*		[MG]
00:01:22:37 00:01:23:03
00:01:23:03 00:01:23:05
00:01:23:05 00:01:23:20
00:01:23:20 00:01:23:28						TOGETHER3A*
00:01:23:28 00:01:23:33
00:01:23:33 00:01:23:39	There was team spirit/
00:01:23:39 00:01:23:45						TOGETHER3A*
00:01:23:45 00:01:23:46		YOU1
00:01:23:46 00:01:24:03
00:01:24:03 00:01:24:04
00:01:24:04 00:01:24:14						$NUM-ONE-TO-TEN1A:8d*		a{cht}
00:01:24:14 00:01:24:24		TO-STICK-TOGETHER1		[MG]
00:01:24:24 00:01:24:37
00:01:24:37 00:01:24:38
00:01:24:38 00:01:24:41
00:01:24:41 00:01:24:46					Nine, actually.
00:01:24:46 00:01:25:04	Four/
00:01:25:04 00:01:25:41			$NUM-ONE-TO-TEN1B:4*			$NUM-ONE-TO-TEN1A:9d		neun neun
00:01:25:41 00:01:25:44	Five other parents thought it was a good idea as well and sent their children to that class, too.
00:01:25:44 00:01:26:13		MEANING1*		bedeutet
00:01:26:13 00:01:26:23
00:01:26:23 00:01:26:31		$NUM-ONE-TO-TEN1A:5		fünf
00:01:26:31 00:01:26:40
00:01:26:40 00:01:26:44		ALSO3A		auch
00:01:26:44 00:01:26:45
00:01:26:45 00:01:27:05		$ORAL^		gut
00:01:27:05 00:01:27:14
00:01:27:14 00:01:27:19		IDEA2A		idee
00:01:27:19 00:01:27:30					They realized that these children needed sign language.
00:01:27:30 00:01:28:11		TO-JOIN1*		[MG]
00:01:28:11 00:01:28:21						THERE1*
00:01:28:21 00:01:28:31
00:01:28:31 00:01:28:39		RIGHT-OR-AGREED1A		stimmt
00:01:28:39 00:01:28:41
00:01:28:41 00:01:29:01						$GEST-NM-SHAKE-HEAD1^
00:01:29:01 00:01:29:07
00:01:29:07 00:01:29:10						TO-SEE1*
00:01:29:10 00:01:29:18
00:01:29:18 00:01:29:21						THERE1*
00:01:29:21 00:01:29:29
00:01:29:29 00:01:29:33						REALLY2*
00:01:29:33 00:01:29:47
00:01:29:47 00:01:30:07						TO-NEED1*		brauch
00:01:30:07 00:01:30:12
00:01:30:12 00:01:30:14						$INDEX1*
00:01:30:14 00:01:30:24
00:01:30:24 00:01:31:00						TO-SIGN1G
00:01:31:00 00:01:31:11
00:01:31:11 00:01:31:15
00:01:31:15 00:01:31:21					They all hear very little and need sign language.
00:01:31:21 00:01:31:29						$INDEX1*
00:01:31:29 00:01:31:44
00:01:31:44 00:01:32:00						$INDEX1*
00:01:32:00 00:01:32:06
00:01:32:06 00:01:32:15						LITTLE-BIT9		wenig
00:01:32:15 00:01:32:25
00:01:32:25 00:01:32:28						NO2B*
00:01:32:28 00:01:32:39
00:01:32:39 00:01:32:48						TO-NEED1*		brauch
00:01:32:48 00:01:33:04
00:01:33:04 00:01:33:26						THEN5
00:01:33:26 00:01:33:35
00:01:33:35 00:01:33:43					Parents were able to think about what they wanted and then the children joined that class.
00:01:33:43 00:01:33:46						$INDEX1
00:01:33:46 00:01:33:48						$GEST-OFF1^		[MG]
00:01:33:48 00:01:34:02
00:01:34:02 00:01:34:05						PARENTS1A*		eltern
00:01:34:05 00:01:34:08
00:01:34:08 00:01:34:17						$GEST-OFF1^		[MG]
00:01:34:17 00:01:34:27
00:01:34:27 00:01:34:47						TO-LET1*		[MG]
00:01:34:47 00:01:35:05
00:01:35:05 00:01:35:15						SOMEHOW1*		[MG]
00:01:35:15 00:01:35:21
00:01:35:21 00:01:35:27						TO-PUT1A*		[MG]
00:01:35:27 00:01:35:39
00:01:35:39 00:01:35:48							$INDEX1
00:01:35:48 00:01:36:02
00:01:36:02 00:01:36:17						TO-THINK1B*	$INDEX1	[MG]
00:01:36:17 00:01:36:30
00:01:36:30 00:01:36:35						$GEST-OFF1^		ob ob
00:01:36:35 00:01:36:41	They joined the class later on.
00:01:36:41 00:01:37:03					They assembled the class like that.
00:01:37:03 00:01:37:08		LATER9B*		später
00:01:37:08 00:01:37:17
00:01:37:17 00:01:37:44		TO-PUT-FROM-TO1A^*				TO-PUT-FROM-TO1A^*		[MG]
00:01:37:44 00:01:38:21
00:01:38:21 00:01:38:32
00:01:38:32 00:01:38:38					It depends on the kindergarten.
00:01:38:38 00:01:38:45						$INDEX1*		[MG]
00:01:38:45 00:01:39:20
00:01:39:20 00:01:39:32						KINDERGARTEN1A		kindergarten
00:01:39:32 00:01:39:47
00:01:39:47 00:01:40:07							HIS-HER1
00:01:40:07 00:01:40:11
00:01:40:11 00:01:40:13					I don’t know a thing about that, though.
00:01:40:13 00:01:40:15						I1		[MG]
00:01:40:15 00:01:40:27
00:01:40:27 00:01:40:29						TO-KNOW-STH-OR-SB1A^*		weiß
00:01:40:29 00:01:40:35
00:01:40:35 00:01:40:43					Our son went to an ‘Integrationskindergarten’ [integrative form of early education in Germany, lit. integration kindergarten].
00:01:40:43 00:01:41:00						I1		ich
00:01:41:00 00:01:41:16
00:01:41:16 00:01:41:31						INTEGRATION1		integrationskindergart
00:01:41:31 00:01:41:42
00:01:41:42 00:01:42:04						KINDERGARTEN1B
00:01:42:04 00:01:42:14
00:01:42:14 00:01:42:17						THERE1*
00:01:42:17 00:01:42:23	Also/
00:01:42:23 00:01:42:26					That’s why I don’t know anything about it.
00:01:42:26 00:01:42:30						I1
00:01:42:30 00:01:42:35
00:01:42:35 00:01:42:49		ALSO1A		auch
00:01:42:49 00:01:43:06						NO1B*
00:01:43:06 00:01:43:09	So, your child was part of an integrative program.
00:01:43:09 00:01:43:37		YOU1		[MG]
00:01:43:37 00:01:44:27
00:01:44:27 00:01:44:38		SON1		sohn
00:01:44:38 00:01:44:47
00:01:44:47 00:01:45:12		$INDEX1
00:01:45:12 00:01:45:19
00:01:45:19 00:01:45:30					Right, he went to an integrative kindergarten.
00:01:45:30 00:01:45:31						INTEGRATION1		integrationskindergart
00:01:45:31 00:01:45:46		INTEGRATION1		integrat{ion}
00:01:45:46 00:01:46:05
00:01:46:05 00:01:46:08						KINDERGARTEN1A
00:01:46:08 00:01:46:22
00:01:46:22 00:01:46:26							HIS-HER1*
00:01:46:26 00:01:46:34
00:01:46:34 00:01:46:43					Well.	$GEST^*		[MG]
00:01:46:43 00:01:47:05					Other children went somewhere else, to a kindergarten for the deaf or for the hard of hearing.
00:01:47:05 00:01:47:13						$INDEX1
00:01:47:13 00:01:47:18
00:01:47:18 00:01:47:23						$INDEX1
00:01:47:23 00:01:47:29
00:01:47:29 00:01:47:31						WHO6A*		wer
00:01:47:31 00:01:47:40
00:01:47:40 00:01:48:00						ALL3^*
00:01:48:00 00:01:48:09
00:01:48:09 00:01:48:16	In Mülheim, right.
00:01:48:16 00:01:48:25						DEAF1A*
00:01:48:25 00:01:48:30		HOME4^*		mülheim
00:01:48:30 00:01:48:34
00:01:48:34 00:01:48:41		$INDEX1				HARD-OF-HEARING1		schwerhö{rig}
00:01:48:41 00:01:48:47
00:01:48:47 00:01:49:03
00:01:49:03 00:01:49:07		RIGHT-OR-AGREED1A		stimmt
00:01:49:07 00:01:49:12
00:01:49:12 00:01:49:23						ALL3^
00:01:49:23 00:01:49:38		$GEST-NM-NOD-HEAD1^		mülheim	Yes, the one in Mülheim.	$GEST-OFF1^
00:01:49:38 00:01:49:43
00:01:49:43 00:01:50:07
00:01:50:07 00:01:50:11						I2
00:01:50:11 00:01:50:23
00:01:50:23 00:01:50:42						MÜLHEIM1		mülheim
00:01:50:42 00:01:51:01
00:01:51:01 00:01:51:19	Mülheim.
00:01:51:19 00:01:51:30		MÜLHEIM1*		mülheim
00:01:51:30 00:01:51:41
00:01:51:41 00:01:52:00					Right. I don’t know about the other children, though.
00:01:52:00 00:01:52:07						$INDEX1*
00:01:52:07 00:01:52:21
00:01:52:21 00:01:52:33						$GEST-OFF1^
00:01:52:33 00:01:52:41
00:01:52:41 00:01:52:42						TO-KNOW-STH2B*		weiß
00:01:52:42 00:01:52:48
00:01:52:48 00:01:53:03						NO-CLUE1		[MG]
00:01:53:03 00:01:53:10
00:01:53:10 00:01:53:26					Either way, they were sent to the same class.
00:01:53:26 00:01:53:46						$INDEX1*
00:01:53:46 00:01:54:05						$GEST-NM-SHAKE-HEAD1^
00:01:54:05 00:01:54:13
00:01:54:13 00:01:54:42						GROUP1B*
00:01:54:42 00:01:55:01
00:01:55:01 00:01:55:18						$GEST-OFF1^
00:01:55:18 00:01:55:21
00:01:55:21 00:01:55:34					So, the first group is using sign language.
00:01:55:34 00:01:55:40						MEANING1*		bedeu{tet}
00:01:55:40 00:01:55:44
00:01:55:44 00:01:56:06						$LIST1:1of3d
00:01:56:06 00:01:56:14
00:01:56:14 00:01:56:25						TO-SIGN1B*		gebärdensprach
00:01:56:25 00:01:56:26
00:01:56:26 00:01:56:38						COMPETENCE1*
00:01:56:38 00:01:56:47
00:01:56:47 00:01:57:04						$LIST1:1of3d*
00:01:57:04 00:01:57:11
00:01:57:11 00:01:57:19					The second group is for children with mental or learning disabilities, or for children that are just slow learners.
00:01:57:19 00:01:57:31						$LIST1:2of3d*
00:01:57:31 00:01:57:48
00:01:57:48 00:01:58:23						$GEST-TO-PONDER1^*		[MG]
00:01:58:23 00:01:58:37
00:01:58:37 00:01:58:42						MENTALLY2*
00:01:58:42 00:01:59:03
00:01:59:03 00:01:59:08						TO-LEARN1*		lernbehinder
00:01:59:08 00:01:59:20
00:01:59:20 00:01:59:34						DISABILITY1*
00:01:59:34 00:02:00:00
00:02:00:00 00:02:00:19						$LIST1:2of3d*
00:02:00:19 00:02:00:32
00:02:00:32 00:02:00:40						$GEST-OFF1^*		[MG]
00:02:00:40 00:02:01:10
00:02:01:10 00:02:01:12						TO-LEARN1*		lernschwach
00:02:01:12 00:02:01:19
00:02:01:19 00:02:01:32						WEAK1*
00:02:01:32 00:02:02:26
00:02:02:26 00:02:02:36						$LIST1:2of3d
00:02:02:36 00:02:02:40
00:02:02:40 00:02:03:02					Well, the third group is taught on an auditive base - they don’t use sign language at all.
00:02:03:02 00:02:03:29						$LIST1:3of3d*
00:02:03:29 00:02:03:37						$LIST1:3of3d
00:02:03:37 00:02:04:11
00:02:04:11 00:02:04:25						TO-PERCEIVE-EAR1^		[MG]
00:02:04:25 00:02:04:34
00:02:04:34 00:02:04:42						TO-SIGN1A
00:02:04:42 00:02:05:02
00:02:05:02 00:02:05:11						ZERO6B*		null
00:02:05:11 00:02:05:18
00:02:05:18 00:02:05:20						$GEST-OFF1^*
00:02:05:20 00:02:05:47	What about the children with CIs?
00:02:05:47 00:02:06:12		CI1		c-i
00:02:06:12 00:02:06:31					Those with CIs are part of the third group. However, there are some children with CIs in the sign language group, as well.
00:02:06:31 00:02:06:40		WHAT-DOES-IT-LOOK-LIKE1		wie sieht aus		CI1*		c-i
00:02:06:40 00:02:06:49
00:02:06:49 00:02:07:04
00:02:07:04 00:02:07:10						$LIST1:3of3d*		[MG]
00:02:07:10 00:02:07:14
00:02:07:14 00:02:07:21						$GEST-OFF1^
00:02:07:21 00:02:07:26
00:02:07:26 00:02:07:33
00:02:07:33 00:02:07:44						$LIST1:1of3d		da
00:02:07:44 00:02:08:02
00:02:08:02 00:02:08:09						PRESENT-OR-HERE1*		auch da
00:02:08:09 00:02:08:19	Although they wear a CI, they are part of the group and use sign language as well.
00:02:08:19 00:02:08:24
00:02:08:24 00:02:08:31		PRESENT-OR-HERE1		da
00:02:08:31 00:02:08:39						CI1*		c-i
00:02:08:39 00:02:08:44
00:02:08:44 00:02:09:01		NEVERTHELESS4*		trotzdem
00:02:09:01 00:02:09:08
00:02:09:08 00:02:09:18		TO-JOIN1				PRESENT-OR-HERE1*		auch da
00:02:09:18 00:02:09:29
00:02:09:29 00:02:09:37		TO-SIGN1B*
00:02:09:37 00:02:09:38						$GEST^
00:02:09:38 00:02:09:41
00:02:09:41 00:02:09:46					Yes.
00:02:09:46 00:02:10:03		TO-JOIN1*		trotzdem
00:02:10:03 00:02:10:29						$GEST^		[MG]
00:02:10:29 00:02:10:41
00:02:10:41 00:02:11:10	When do the children with CIs practice hearing?
00:02:11:10 00:02:11:18		WHEN1		wann
00:02:11:18 00:02:12:03
00:02:12:03 00:02:12:13		TO-HEAR2*		hören
00:02:12:13 00:02:12:33
00:02:12:33 00:02:12:41		TO-LEARN5*		lern
00:02:12:41 00:02:13:05
00:02:13:05 00:02:13:21		TO-LEARN1		lernen
00:02:13:21 00:02:13:35					Who?
00:02:13:35 00:02:13:44		TO-PRACTICE1		übung
00:02:13:44 00:02:14:13						WHO2		wer
00:02:14:13 00:02:14:26
00:02:14:26 00:02:14:34		CI1		c-i
00:02:14:34 00:02:14:42
00:02:14:42 00:02:15:00		HUMAN2*			I don’t know.
00:02:15:00 00:02:15:05						$GEST-OFF1^*		[MG]
00:02:15:05 00:02:15:10
00:02:15:10 00:02:15:23
00:02:15:23 00:02:15:37		$GEST^
00:02:15:37 00:02:16:03	Is there a specific slot for it in the students’ schedule?					$GEST-NM-SHAKE-HEAD1^		[MG]
00:02:16:03 00:02:16:10		CERTAIN1		bestimmt
00:02:16:10 00:02:16:23
00:02:16:23 00:02:16:27		TIME5A		zeit
00:02:16:27 00:02:16:33
00:02:16:33 00:02:16:48		TIME1
00:02:16:48 00:02:17:10
00:02:17:10 00:02:17:27		HOUR1A*
00:02:17:27 00:02:18:02
00:02:18:02 00:02:18:08		HOUR1A*		stundenplan
00:02:18:08 00:02:18:20
00:02:18:20 00:02:18:41		PLAN5
00:02:18:41 00:02:19:05					No, it’s the same schedule for all children.	$GEST-NM-SHAKE-HEAD1^		[MG]
00:02:19:05 00:02:19:10
00:02:19:10 00:02:19:15
00:02:19:15 00:02:19:41						EQUAL8*		[MG]
00:02:19:41 00:02:20:11
00:02:20:11 00:02:20:21	It’s the same.
00:02:20:21 00:02:20:38		EQUAL8*		[MG]
00:02:20:38 00:02:20:41
00:02:20:41 00:02:21:11					It’s all the same for everyone.	EQUAL8*		[MG]
00:02:21:11 00:02:21:30	Those with a CI normally have to go somewhere like Hannover or Düren.					$GEST-OFF1^
00:02:21:30 00:02:21:38		CI1
00:02:21:38 00:02:21:48
00:02:21:48 00:02:22:04		MUST1		muss
00:02:22:04 00:02:22:19
00:02:22:19 00:02:22:30		TO-DRIVE3*		[MG]
00:02:22:30 00:02:22:38
00:02:22:38 00:02:22:49		HANOVER1		hannover
00:02:22:49 00:02:23:07
00:02:23:07 00:02:23:13		OR5		oder
00:02:23:13 00:02:23:37
00:02:23:37 00:02:24:12		DÜREN1*		düren
00:02:24:12 00:02:24:23
00:02:24:23 00:02:24:38		TO-DRIVE3*
00:02:24:38 00:02:24:46
00:02:24:46 00:02:25:02	That’s were the training centers are.
00:02:25:02 00:02:25:34		TO-PRACTICE1		[MG]
00:02:25:34 00:02:25:38
00:02:25:38 00:02:25:42	Isn’t that part of the school’s educational program?
00:02:25:42 00:02:25:47		PRESENT-OR-HERE1
00:02:25:47 00:02:26:15
00:02:26:15 00:02:26:19		SCHOOL1A*		schule
00:02:26:19 00:02:26:26
00:02:26:26 00:02:27:11		TO-BELONG-TO1
00:02:27:11 00:02:27:16
00:02:27:16 00:02:27:24	Do they have no interest in it?
00:02:27:24 00:02:27:37		NO-INTEREST1
00:02:27:37 00:02:27:47	Although, it is expected of those with CIs, but then it is their wish to be part of a class that uses sign language.
00:02:27:47 00:02:28:05		ALTHOUGH1		obwohl
00:02:28:05 00:02:28:22
00:02:28:22 00:02:28:33		CI1
00:02:28:33 00:02:28:48
00:02:28:48 00:02:29:05		TO-TEACH1*
00:02:29:05 00:02:29:16
00:02:29:16 00:02:29:31		EXPECTATION1C		erwarten
00:02:29:31 00:02:29:42
00:02:29:42 00:02:30:08		$INDEX1		aber
00:02:30:08 00:02:30:12
00:02:30:12 00:02:30:28		THERE-IS3*		gibt
00:02:30:28 00:02:31:15
00:02:31:15 00:02:31:21		HIS-HER1		[MG]
00:02:31:21 00:02:32:22
00:02:32:22 00:02:32:42		NEED1		bedürfnis
00:02:32:42 00:02:32:45
00:02:32:45 00:02:33:00		$GEST-OFF1^
00:02:33:00 00:02:33:10
00:02:33:10 00:02:33:20		TO-JOIN1*		[MG]
00:02:33:20 00:02:33:33
00:02:33:33 00:02:34:05		TO-SIGN1A
00:02:34:05 00:02:34:19					No, hang on.	$GEST^		ja
00:02:34:19 00:02:34:24
00:02:34:24 00:02:34:30						BUT1*
00:02:34:30 00:02:34:31	The CI seems to be unnecessary.
00:02:34:31 00:02:34:37
00:02:34:37 00:02:34:45						NO1B
00:02:34:45 00:02:34:46		CI1		[MG]
00:02:34:46 00:02:35:06
00:02:35:06 00:02:35:17						NO1A*
00:02:35:17 00:02:35:18		STH-OR-SLIGHTLY2*		fast
00:02:35:18 00:02:35:19
00:02:35:19 00:02:35:26
00:02:35:26 00:02:35:31		ALMOST4
00:02:35:31 00:02:35:35
00:02:35:35 00:02:35:41						BEGINNING1A*		a{nfang}
00:02:35:41 00:02:35:45		FOR-NOTHING1		umsonst	School enrollment/ Wait, no, no.
00:02:35:45 00:02:35:48
00:02:35:48 00:02:36:01						NO1A
00:02:36:01 00:02:36:05		QUOTATION-MARKS1
00:02:36:05 00:02:36:19
00:02:36:19 00:02:36:25						TO-SEND-SB-TO-SCHOOL1*
00:02:36:25 00:02:36:29
00:02:36:29 00:02:36:32						$GEST-OFF1^*
00:02:36:32 00:02:36:44
00:02:36:44 00:02:37:41						NO1B		[MG]
00:02:37:41 00:02:37:45	If you have to drive that far each time, you waste a lot of your leisure time.
00:02:37:45 00:02:38:15						NO1A
00:02:38:15 00:02:38:20		TO-DRIVE1*		[MG]
00:02:38:20 00:02:38:33
00:02:38:33 00:02:38:41		LEISURE1A*		freizeit
00:02:38:41 00:02:38:48
00:02:38:48 00:02:39:08		OFF2^*		opfer
00:02:39:08 00:02:39:10					Well, I don’t know.
00:02:39:10 00:02:39:15		ALWAYS4A*		immer
00:02:39:15 00:02:39:26
00:02:39:26 00:02:39:44						HANDS-OFF1^*		[MG]
00:02:39:44 00:02:40:03
00:02:40:03 00:02:40:07						$INDEX1
00:02:40:07 00:02:40:11
00:02:40:11 00:02:40:30					They formed those three groups at the beginning of the first school year.
00:02:40:30 00:02:40:41						TO-SEND-SB-TO-SCHOOL1		einschul
00:02:40:41 00:02:41:14
00:02:41:14 00:02:41:19						LIKE-THIS1B		so
00:02:41:19 00:02:41:28
00:02:41:28 00:02:42:03						GROUP1B*
00:02:42:03 00:02:42:10
00:02:42:10 00:02:42:24						$GEST^
00:02:42:24 00:02:42:35
00:02:42:35 00:02:42:46					That worked for a while, but then children started to switch groups.
00:02:42:46 00:02:43:33						COURSE-OF-TIME1		[MG]
00:02:43:33 00:02:43:41
00:02:43:41 00:02:43:47						NOT1*		[MG]
00:02:43:47 00:02:44:11
00:02:44:11 00:02:45:21						TO-CHANGE2A^*		um um um um um um
00:02:45:21 00:02:45:22
00:02:45:22 00:02:45:25					There were other children, but there was this one child with deaf parents that didn’t join the sign language group but the group for children with learning disabilities.
00:02:45:25 00:02:45:32						$GEST-OFF1^
00:02:45:32 00:02:46:09
00:02:46:09 00:02:46:24						TO-OWN-TO-EXIST1*		[MG]
00:02:46:24 00:02:47:00
00:02:47:00 00:02:47:19						DIFFERENT1*		ander
00:02:47:19 00:02:47:31							$INDEX1
00:02:47:31 00:02:47:32
00:02:47:32 00:02:47:42						DEAF1A*
00:02:47:42 00:02:48:00
00:02:48:00 00:02:48:10						PARENTS1B*		eltern
00:02:48:10 00:02:48:22
00:02:48:22 00:02:48:34						TO-OWN-TO-EXIST1*		[MG]
00:02:48:34 00:02:49:44
00:02:49:44 00:02:50:05						CHILD1		kind
00:02:50:05 00:02:50:29
00:02:50:29 00:02:50:47							$INDEX1
00:02:50:47 00:02:51:25
00:02:51:25 00:02:51:28						BUT1*		aber
00:02:51:28 00:02:51:31
00:02:51:31 00:02:51:41						NEVERTHELESS2A		trotzdem
00:02:51:41 00:02:52:04
00:02:52:04 00:02:52:29						$PROD*
00:02:52:29 00:02:52:34
00:02:52:34 00:02:52:47						$GEST-OFF1^*
00:02:52:47 00:02:53:10
00:02:53:10 00:02:53:13					Because it had a learning disability and it didn’t develop easily.	$GEST^
00:02:53:13 00:02:53:27
00:02:53:27 00:02:53:39						TO-LEARN1		lern
00:02:53:39 00:02:54:01
00:02:54:01 00:02:54:16						TO-INCLUDE-OR-TO-ADMIT1*
00:02:54:16 00:02:54:35
00:02:54:35 00:02:54:40						HEAVY3A		schwer
00:02:54:40 00:02:54:48
00:02:54:48 00:02:55:32						TO-DEVELOP1D*
00:02:55:32 00:02:56:00
00:02:56:00 00:02:56:15						$GEST-OFF1^
00:02:56:15 00:02:56:48
00:02:56:48 00:02:57:01					The children in the sign language class were further along.
00:02:57:01 00:02:57:11							$INDEX1*
00:02:57:11 00:02:57:28
00:02:57:28 00:02:57:43						STRONG1B		[MG]
00:02:57:43 00:02:57:46
00:02:57:46 00:02:58:08					Well, I should say, now they’re stronger.
00:02:58:08 00:02:58:11						QUOTATION-MARKS1^
00:02:58:11 00:02:58:24
00:02:58:24 00:02:58:34						NOW3		jetzt
00:02:58:34 00:02:58:43
00:02:58:43 00:02:59:04						MORE1*		mehr
00:02:59:04 00:02:59:10
00:02:59:10 00:02:59:12						WHAT1B		was
00:02:59:12 00:02:59:19
00:02:59:19 00:02:59:21						$INDEX1*
00:02:59:21 00:02:59:36
00:02:59:36 00:02:59:49						STRONG1B		[MG]
00:02:59:49 00:03:00:02
00:03:00:02 00:03:00:11					It doesn’t matter how much they can hear.
00:03:00:11 00:03:00:20						HEARING1A
00:03:00:20 00:03:00:29
00:03:00:29 00:03:00:47						WHATEVER3		egal
00:03:00:47 00:03:01:05
00:03:01:05 00:03:01:10
00:03:01:10 00:03:01:14					There’s even one child in the class that is very good at pronunciation and doesn’t use signs a lot.	BUT1
00:03:01:14 00:03:01:21
00:03:01:21 00:03:01:33						TO-OWN-TO-EXIST1*		[MG]
00:03:01:33 00:03:01:47
00:03:01:47 00:03:02:02						CLASS2*		klassenkamerad
00:03:02:02 00:03:02:10
00:03:02:10 00:03:02:17						FELLOW1*
00:03:02:17 00:03:03:05
00:03:03:05 00:03:03:23						$INDEX1*
00:03:03:23 00:03:04:12
00:03:04:12 00:03:04:30						TO-SPEAK6*		[MG]
00:03:04:30 00:03:04:46
00:03:04:46 00:03:05:17						STRONG1B
00:03:05:17 00:03:05:29
00:03:05:29 00:03:05:44						TO-SPEAK6*
00:03:05:44 00:03:06:04
00:03:06:04 00:03:06:14						LITTLE-BIT9		wenig
00:03:06:14 00:03:06:20
00:03:06:20 00:03:07:02						TO-SIGN1B
00:03:07:02 00:03:07:04
00:03:07:04 00:03:07:12					Still the child was sent to that group and was able to develop better there.
00:03:07:12 00:03:07:16						I2
00:03:07:16 00:03:07:24
00:03:07:24 00:03:07:48						$GEST^*		[MG]
00:03:07:48 00:03:08:15
00:03:08:15 00:03:08:21						TO-BELONG-TO1		waru{m}
00:03:08:21 00:03:08:30
00:03:08:30 00:03:08:33						WHY1
00:03:08:33 00:03:08:41
00:03:08:41 00:03:08:48						REASON4A		grund
00:03:08:48 00:03:09:08
00:03:09:08 00:03:09:15						TO-INCLUDE-OR-TO-ADMIT1*
00:03:09:15 00:03:09:25
00:03:09:25 00:03:09:48						PROCEEDING1D
00:03:09:48 00:03:10:32
00:03:10:32 00:03:10:44					Students’ performances were comparable.
00:03:10:44 00:03:11:12						$GEST^*
00:03:11:12 00:03:11:21
00:03:11:21 00:03:11:31						PERFORMANCE1		leistung
00:03:11:31 00:03:11:41
00:03:11:41 00:03:11:42	It’s because it is more important that the child understands the content of the lesson than that it is capable of speaking.
00:03:11:42 00:03:12:05						SIMILAR1*
00:03:12:05 00:03:12:17		REASON4A		grund
00:03:12:17 00:03:12:26
00:03:12:26 00:03:12:29		IMPORTANT1		wichtig
00:03:12:29 00:03:12:32						COMPARISON3
00:03:12:32 00:03:12:47
00:03:12:47 00:03:13:01		TO-PERCEIVE-EYE1A^*
00:03:13:01 00:03:13:04					Both groups showed similar student performance.
00:03:13:04 00:03:13:10
00:03:13:10 00:03:13:15		AS4*		als		BOTH2A
00:03:13:15 00:03:13:24
00:03:13:24 00:03:13:27		SELF1A		selbst
00:03:13:27 00:03:13:39
00:03:13:39 00:03:14:00		TO-SPEAK4		sprechen
00:03:14:00 00:03:14:06
00:03:14:06 00:03:14:22
00:03:14:22 00:03:14:26						COMPARISON3
00:03:14:26 00:03:14:31
00:03:14:31 00:03:14:38
00:03:14:38 00:03:14:49						PERFORMANCE1		leistung
00:03:14:49 00:03:15:12
00:03:15:12 00:03:15:16						COMPARISON3
00:03:15:16 00:03:15:24	It’s important for a child to have the visual input of sign language.
00:03:15:24 00:03:15:27
00:03:15:27 00:03:15:32		TO-PERCEIVE-EYE1B^*
00:03:15:32 00:03:15:41						$GEST-OFF1^
00:03:15:41 00:03:16:05
00:03:16:05 00:03:16:07		TRUE1		wahrnehmung
00:03:16:07 00:03:16:18
00:03:16:18 00:03:16:26		PERCEPTION1*
00:03:16:26 00:03:16:31
00:03:16:31 00:03:16:38		IMPORTANT1		wichtig
00:03:16:38 00:03:16:49
00:03:16:49 00:03:17:06					I asked my son how he communicates with the other child.
00:03:17:06 00:03:17:08						I1
00:03:17:08 00:03:17:16
00:03:17:16 00:03:17:19						TO-LET-KNOW1A*
00:03:17:19 00:03:17:24
00:03:17:24 00:03:17:25						$INDEX1
00:03:17:25 00:03:17:39
00:03:17:39 00:03:18:00						COMMUNICATION1A		[MG]
00:03:18:00 00:03:18:11
00:03:18:11 00:03:18:28						$INDEX1*		[MG]
00:03:18:28 00:03:18:38
00:03:18:38 00:03:18:44						HOW-QUESTION2*		wie
00:03:18:44 00:03:19:14
00:03:19:14 00:03:19:27						$INDEX1*
00:03:19:27 00:03:19:30
00:03:19:30 00:03:19:40					He said he mainly uses facial expression and gestures.
00:03:19:40 00:03:20:09						$GEST^		[MG]
00:03:20:09 00:03:20:18
00:03:20:18 00:03:20:29						$PROD*		[MG]
00:03:20:29 00:03:20:38
00:03:20:38 00:03:21:07						GESTURE1^*		[MG]
00:03:21:07 00:03:21:15
00:03:21:15 00:03:21:22					Sure, my son then speaks, and the child is able to understand him.
00:03:21:22 00:03:21:29						$INDEX1
00:03:21:29 00:03:22:02
00:03:22:02 00:03:22:06						CLEAR1B*		klar
00:03:22:06 00:03:22:12
00:03:22:12 00:03:22:14						MY1*
00:03:22:14 00:03:22:20
00:03:22:20 00:03:22:25						SON1		sohn
00:03:22:25 00:03:22:37
00:03:22:37 00:03:23:06						TO-SPEAK6*		[MG]
00:03:23:06 00:03:23:22
00:03:23:22 00:03:23:27						$INDEX1*
00:03:23:27 00:03:23:46
00:03:23:46 00:03:24:00						TO-HEAR1*
00:03:24:00 00:03:24:05
00:03:24:05 00:03:24:16					The other child uses hands and feet to communicate with my son.	$GEST^
00:03:24:16 00:03:24:26						$GEST-NM-NOD-HEAD1^		ja
00:03:24:26 00:03:24:36
00:03:24:36 00:03:24:40						$INDEX1		[MG]
00:03:24:40 00:03:25:10
00:03:25:10 00:03:25:34						$PROD*
00:03:25:34 00:03:25:48
00:03:25:48 00:03:26:19						TO-OBSERVE3A
00:03:26:19 00:03:26:27
00:03:26:27 00:03:26:34					Oh well, it works.
00:03:26:34 00:03:26:45						$GEST-I-DONT-KNOW1^		[MG]
00:03:26:45 00:03:27:11
00:03:27:11 00:03:27:15						$GEST^*		[MG]
00:03:27:15 00:03:27:29
00:03:27:29 00:03:27:40						IT-WORKS-OUT1		klappt
00:03:27:40 00:03:27:46
00:03:27:46 00:03:28:05						$GEST-OFF1^
00:03:28:05 00:03:28:09
00:03:28:09 00:03:28:17					It really works well.
00:03:28:17 00:03:28:28						PROCEEDING1D		[MG]
00:03:28:28 00:03:28:45
00:03:28:45 00:03:29:13						GOOD1*
00:03:29:13 00:03:29:18
00:03:29:18 00:03:29:36						$GEST-OFF1^
00:03:29:36 00:03:29:42
00:03:29:42 00:03:30:02					So, there is that other group of children with learning or mental disabilities.
00:03:30:02 00:03:30:08						$INDEX1
00:03:30:08 00:03:30:25
00:03:30:25 00:03:30:37						TO-LEARN1		lern
00:03:30:37 00:03:30:47
00:03:30:47 00:03:31:02						DISABILITY1*
00:03:31:02 00:03:31:13
00:03:31:13 00:03:31:20						WEAK1		schwach
00:03:31:20 00:03:31:28
00:03:31:28 00:03:31:35						HIS-HER1*
00:03:31:35 00:03:31:45
00:03:31:45 00:03:32:16						$INDEX2
00:03:32:16 00:03:32:21
00:03:32:21 00:03:33:01						$GEST-OFF1^
00:03:33:01 00:03:33:08
00:03:33:08 00:03:33:41
00:03:33:41 00:03:34:07	Was the decision based on the audiogram?				Speaking/
00:03:34:07 00:03:34:15		AUDIOGRAM1
00:03:34:15 00:03:34:32						TO-SPEAK6*
00:03:34:32 00:03:34:36
00:03:34:36 00:03:35:00
00:03:35:00 00:03:35:11					Well, not anymore.
00:03:35:11 00:03:35:17	More speaking/
00:03:35:17 00:03:35:25						$GEST^
00:03:35:25 00:03:35:40
00:03:35:40 00:03:35:43						NOW3*		jetzt
00:03:35:43 00:03:36:00		MORE1		mehr
00:03:36:00 00:03:36:06
00:03:36:06 00:03:36:11
00:03:36:11 00:03:36:14		TO-SPEAK6*
00:03:36:14 00:03:36:18
00:03:36:18 00:03:36:20						NOT3B		nicht mehr
00:03:36:20 00:03:36:31		$$EXTRA-LING-ACT^
00:03:36:31 00:03:36:41
00:03:36:41 00:03:37:01
00:03:37:01 00:03:37:41
00:03:37:41 00:03:37:46	The class is geared towards a combination of oral and sign language-based teaching.
00:03:37:46 00:03:38:14		ORAL1		oral
00:03:38:14 00:03:38:27					Hard of hearing/
00:03:38:27 00:03:38:33						HARD-OF-HEARING1*
00:03:38:33 00:03:38:34					No, now it is a mixed group.
00:03:38:34 00:03:38:44
00:03:38:44 00:03:38:47		TO-MIX2		gemisch
00:03:38:47 00:03:39:05						NOT3B*		[MG]
00:03:39:05 00:03:39:14
00:03:39:14 00:03:39:16
00:03:39:16 00:03:39:22						NOW3*		jetzt
00:03:39:22 00:03:39:30
00:03:39:30 00:03:39:36						ALSO3A*		auch
00:03:39:36 00:03:39:40
00:03:39:40 00:03:40:00						TO-MIX2*		[MG]
00:03:40:00 00:03:40:15
00:03:40:15 00:03:40:40
00:03:40:40 00:03:40:47					There are some children that just need a bit more support.
00:03:40:47 00:03:41:06						MORE1*		viel mehr
00:03:41:06 00:03:41:19
00:03:41:19 00:03:41:31						$INDEX1
00:03:41:31 00:03:41:48
00:03:41:48 00:03:42:23						TO-NEED1		brauch
00:03:42:23 00:03:43:01
00:03:43:01 00:03:43:07						MORE1*		mehr
00:03:43:07 00:03:43:21
00:03:43:21 00:03:43:42						TO-PROMOTE1B*		förderung
00:03:43:42 00:03:44:02
00:03:44:02 00:03:44:31						$INDEX1*
00:03:44:31 00:03:45:17
00:03:45:17 00:03:45:31					This second group is for children with a severe learning disability.
00:03:45:31 00:03:45:37							$INDEX1
00:03:45:37 00:03:45:47
00:03:45:47 00:03:46:11						STRONG1A*		stark
00:03:46:11 00:03:46:24
00:03:46:24 00:03:46:28						MENTALLY2*
00:03:46:28 00:03:46:41
00:03:46:41 00:03:46:49						TO-LEARN1*		lernen
00:03:46:49 00:03:47:22
00:03:47:22 00:03:47:31						WEAK1*		schwach
00:03:47:31 00:03:47:39
00:03:47:39 00:03:47:42						HIS-HER1*
00:03:47:42 00:03:48:00
00:03:48:00 00:03:48:06						STRONG1A*		[MG]
00:03:48:06 00:03:48:11
00:03:48:11 00:03:48:26					The children in the third group are mentally fit but need a bit more time.
00:03:48:26 00:03:48:30						$INDEX1*
00:03:48:30 00:03:49:00
00:03:49:00 00:03:49:07						TO-NEED1		brauch
00:03:49:07 00:03:49:25
00:03:49:25 00:03:49:28						MORE1*
00:03:49:28 00:03:49:37
00:03:49:37 00:03:49:43							$INDEX1*
00:03:49:43 00:03:49:46
00:03:49:46 00:03:50:01						MENTALLY2		okay
00:03:50:01 00:03:50:11
00:03:50:11 00:03:50:18						OKAY1A
00:03:50:18 00:03:50:21
00:03:50:21 00:03:50:28						BUT1
00:03:50:28 00:03:50:35
00:03:50:35 00:03:51:04						TO-NEED1		brauch
00:03:51:04 00:03:51:21
00:03:51:21 00:03:51:33						LONG-TEMPORAL4A		lang
00:03:51:33 00:03:51:41
00:03:51:41 00:03:51:49						$INDEX1*
00:03:51:49 00:03:52:05
00:03:52:05 00:03:52:11					The first group makes rapid progress.
00:03:52:11 00:03:52:15							$INDEX1*
00:03:52:15 00:03:52:24
00:03:52:24 00:03:52:28						FAST3A*		[MG]
00:03:52:28 00:03:52:35
00:03:52:35 00:03:53:19						PROCEEDING1D*		[MG]
00:03:53:19 00:03:53:41
00:03:53:41 00:03:54:08						$GEST-OFF1^
00:03:54:08 00:03:54:19					Oh well.
00:03:54:19 00:03:54:32						$GEST^*
00:03:54:32 00:03:54:48	That’s a good subdivision.
00:03:54:48 00:03:55:01		GOOD1*		gut
00:03:55:01 00:03:55:13
00:03:55:13 00:03:55:22		TO-DISTRIBUTE1B		verteil
00:03:55:22 00:03:55:38
00:03:55:38 00:03:55:44		TO-SEPARATE1C
00:03:55:44 00:03:55:48
00:03:55:48 00:03:56:04					Right, it works well.
00:03:56:04 00:03:56:10		GOOD1		gut
00:03:56:10 00:03:56:16
00:03:56:16 00:03:56:25						$GEST^*		ja
00:03:56:25 00:03:56:32
00:03:56:32 00:03:56:35
00:03:56:35 00:03:56:43						SUCCESS1*		[MG]
00:03:56:43 00:03:57:36
00:03:57:36 00:03:58:07	Is your second daughter six years old now?
00:03:58:07 00:03:58:15		YOUR1
00:03:58:15 00:03:58:21
00:03:58:21 00:03:58:27		$NUM-ORDINAL1:2d		zwei
00:03:58:27 00:03:58:35
00:03:58:35 00:03:58:49		DAUGHTER1		tochter
00:03:58:49 00:03:59:05
00:03:59:05 00:03:59:14		$INDEX1			She’s still in kindergarten.
00:03:59:14 00:03:59:16						STILL2*		noch
00:03:59:16 00:03:59:19
00:03:59:19 00:03:59:25
00:03:59:25 00:03:59:28		NOW1		jetzt
00:03:59:28 00:03:59:29						KINDERGARTEN1A		kindergarten
00:03:59:29 00:03:59:44
00:03:59:44 00:04:00:07
00:04:00:07 00:04:00:10						TO-STAY2
00:04:00:10 00:04:00:22		$NUM-ONE-TO-TEN1A:6d		sechs
00:04:00:22 00:04:00:35
00:04:00:35 00:04:00:41		$NUM-ONE-TO-TEN1A:6d*
00:04:00:41 00:04:01:14
00:04:01:14 00:04:01:24					She’s still in kindergarten.
00:04:01:24 00:04:01:30						STILL2		noch
00:04:01:30 00:04:01:38
00:04:01:38 00:04:01:45						KINDERGARTEN1A		kindergarten
00:04:01:45 00:04:02:02
00:04:02:02 00:04:02:12
00:04:02:12 00:04:02:18						TO-STAY2
00:04:02:18 00:04:02:19	Is she five years old?
00:04:02:19 00:04:02:25
00:04:02:25 00:04:02:29		$NUM-ONE-TO-TEN1A:5		fünf
00:04:02:29 00:04:02:38
00:04:02:38 00:04:02:41		OLD8B*		alt
00:04:02:41 00:04:02:44					Yes.
00:04:02:44 00:04:02:49
00:04:02:49 00:04:03:00		$NUM-ONE-TO-TEN1A:5		fünf
00:04:03:00 00:04:03:11						$GEST^*
00:04:03:11 00:04:03:15
00:04:03:15 00:04:03:22	I know that your daughter is the same age as my twin sons.
00:04:03:22 00:04:03:25
00:04:03:25 00:04:03:29		TO-KNOW-STH2B*		weiß
00:04:03:29 00:04:03:33
00:04:03:33 00:04:03:41
00:04:03:41 00:04:03:46		MY1
00:04:03:46 00:04:04:16
00:04:04:16 00:04:04:37		TWIN1		zwilling
00:04:04:37 00:04:05:01
00:04:05:01 00:04:05:11		SON1		sohn
00:04:05:11 00:04:05:19
00:04:05:19 00:04:05:31		EQUAL8*		[MG]
00:04:05:31 00:04:05:35
00:04:05:35 00:04:05:40	She is five.
00:04:05:40 00:04:05:44		$NUM-ONE-TO-TEN1A:5		fünf
00:04:05:44 00:04:05:47
00:04:05:47 00:04:06:07	I thought the gap was bigger between them but they are almost the same age.
00:04:06:07 00:04:06:16		GAP-OR-DISTANCE3
00:04:06:16 00:04:06:30
00:04:06:30 00:04:06:34		TO-BELIEVE2B*		glaub
00:04:06:34 00:04:06:47
00:04:06:47 00:04:07:25		GAP-OR-DISTANCE3
00:04:07:25 00:04:07:41
00:04:07:41 00:04:08:00	When is she turning six?
00:04:08:00 00:04:08:05		WHEN1		wann
00:04:08:05 00:04:08:16
00:04:08:16 00:04:08:22		$NUM-ORDINAL1:6d		sechs
00:04:08:22 00:04:08:33
00:04:08:33 00:04:08:36		OLD4B		jahre alt
00:04:08:36 00:04:08:48
00:04:08:48 00:04:09:02		$INDEX1
00:04:09:02 00:04:09:08
00:04:09:08 00:04:09:28					Next year in May.
00:04:09:28 00:04:09:35						NEXT3		nächstes
00:04:09:35 00:04:09:41
00:04:09:41 00:04:09:42	I see, next year.
00:04:09:42 00:04:09:46						YEAR2A		jahr
00:04:09:46 00:04:10:03
00:04:10:03 00:04:10:10		NEXT1		nächste
00:04:10:10 00:04:10:15						MAY3A		mai
00:04:10:15 00:04:10:20	I/
00:04:10:20 00:04:10:25						$GEST-DECLINE1^*
00:04:10:25 00:04:10:30		I1
00:04:10:30 00:04:10:35
00:04:10:35 00:04:10:48
00:04:10:48 00:04:11:04	Well, yours is older than mine.
00:04:11:04 00:04:11:12		$INDEX1		[LM:ah]
00:04:11:12 00:04:11:23
00:04:11:23 00:04:11:24		OLD4A*		älter
00:04:11:24 00:04:11:27
00:04:11:27 00:04:11:33		AS4*		als
00:04:11:33 00:04:11:39
00:04:11:39 00:04:11:48		MY1		mein
00:04:11:48 00:04:12:12
00:04:12:12 00:04:12:36	My children will turn six in August.
00:04:12:36 00:04:12:46		$INDEX1
00:04:12:46 00:04:13:07
00:04:13:07 00:04:13:21		AUGUST15B*		august
00:04:13:21 00:04:13:39
00:04:13:39 00:04:13:44		$NUM-ONE-TO-TEN1A:6d		sechs
00:04:13:44 00:04:14:08
00:04:14:08 00:04:14:12		OLD8B*		alt
00:04:14:12 00:04:15:12