Prof. Dr. Christian Rathmann
Profil
Forschungsthemen2
Einrichtung und Betrieb der Fachstelle Teilhabeberatung im Rahmen der Förderung der ergänzenden unabhängigen Teilhabeberatung
Quelle ↗Zeitraum: 08/2017 - 12/2022 Projektleitung: Prof. Dr. Christian Rathmann
Ko-Aktivierung von Deutscher Gebärdensprache und deutscher Schriftsprache bei tauben bimodal-bilingualen Personen und hörenden L2/M2-Lerner*innen: Behaviorale und neuronale Korrelate im Entwicklungsverlauf
Quelle ↗Förderer: DFG Sachbeihilfe Zeitraum: 07/2022 - 07/2025 Projektleitung: Prof. Dr. Agnes Kristina Villwock, Prof. Dr. Michael Wahl
Mögliche Industrie-Partner10
Stand: 26.4.2026, 19:48:44 (Top-K=20, Min-Cosine=0.4)
- 37 Treffer63.9%
- European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)P63.9%
- European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
- 52 Treffer63.0%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion UnderstandingP63.0%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion Understanding
- 53 Treffer63.0%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion UnderstandingP63.0%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion Understanding
- 53 Treffer63.0%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion UnderstandingP63.0%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion Understanding
- 52 Treffer63.0%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion UnderstandingP63.0%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion Understanding
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion UnderstandingP63.0%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion Understanding
- 58 Treffer62.1%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerP62.1%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 66 Treffer62.1%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerP62.1%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 61 Treffer62.1%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerP62.1%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
Ecole Pouchet
PT63 Treffer62.1%- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerP62.1%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
Harm Reduction Journal · 334 Zitationen · DOI
Children acquire language without instruction as long as they are regularly and meaningfully engaged with an accessible human language. Today, 80% of children born deaf in the developed world are implanted with cochlear devices that allow some of them access to sound in their early years, which helps them to develop speech. However, because of brain plasticity changes during early childhood, children who have not acquired a first language in the early years might never be completely fluent in any language. If they miss this critical period for exposure to a natural language, their subsequent development of the cognitive activities that rely on a solid first language might be underdeveloped, such as literacy, memory organization, and number manipulation. An alternative to speech-exclusive approaches to language acquisition exists in the use of sign languages such as American Sign Language (ASL), where acquiring a sign language is subject to the same time constraints of spoken language development. Unfortunately, so far, these alternatives are caught up in an "either - or" dilemma, leading to a highly polarized conflict about which system families should choose for their children, with little tolerance for alternatives by either side of the debate and widespread misinformation about the evidence and implications for or against either approach. The success rate with cochlear implants is highly variable. This issue is still debated, and as far as we know, there are no reliable predictors for success with implants. Yet families are often advised not to expose their child to sign language. Here absolute positions based on ideology create pressures for parents that might jeopardize the real developmental needs of deaf children. What we do know is that cochlear implants do not offer accessible language to many deaf children. By the time it is clear that the deaf child is not acquiring spoken language with cochlear devices, it might already be past the critical period, and the child runs the risk of becoming linguistically deprived. Linguistic deprivation constitutes multiple personal harms as well as harms to society (in terms of costs to our medical systems and in loss of potential productive societal participation).
Language · 150 Zitationen · DOI
Parents of small deaf children need guidance on constructing home and school environments that affect normal language acquisition. They often turn to physicians and spiritual leaders and, increasingly, the internet. These sources can be underinformed about crucial issues, such as matters of brain plasticity connected to the risk of linguistic deprivation, and delay or disruption in the development of cognitive skills interwoven with linguistic ability. We have formed a team of specialists in education, linguistics, pediatric medicine, and psychology, and at times specialists in theology and in law have joined our group. We argue that deaf children should be taught a sign language in the early years. This does not preclude oral-aural training and assistive technology. With a strong first language (a sign language), the child can become bilingual (with the written form of the ambient spoken language and, perhaps, the spoken form), accruing the benefits of bilingualism. We have published in medical journals, addressing primary care physicians, in a journal with a spiritual-leader readership, and in a health-law journal. Articles in progress address medical educators and practitioners. Team members present findings at conferences, work on lobbying and legislative efforts with the National Association of the Deaf, and spread the word at conferences of target audiences. We share our work in Word format, so that anyone can easily appropriate it for our common interests. One of our articles has been downloaded over 27,000 times (as of April 2014), and we are asked to consult with committees in other countries as they draft national policies.
PEDIATRICS · 145 Zitationen · DOI
Every year, 10,000 infants are born in the United States with sensorineural deafness. Deaf children of hearing (and nonsigning) parents are unique among all children in the world in that they cannot easily or naturally learn the language that their parents speak. These parents face tough choices. Should they seek a cochlear implant for their child? If so, should they also learn to sign? As pediatricians, we need to help parents understand the risks and benefits of different approaches to parent-child communication when the child is deaf [corrected].
Reading & Writing Quarterly · 130 Zitationen · DOI
Researchers have used various theories to explain deaf individuals’ reading skills, including the dual route reading theory, the orthographic depth theory, and the early language access theory. This study tested 4 groups of children—hearing with dyslexia, hearing without dyslexia, deaf early signers, and deaf late signers (N = 857)—from 4 countries using both shallow and deep orthographies (American English, Hebrew, German, and Turkish) to evaluate which of these theories best describes variances in deaf children's reading development. Results showed that deaf participants were unlike participants with dyslexia, suggesting that they do not have a phonological processing deficit. Rather, the early language access theory more readily explained the similarities between hearing and deaf early signer participants, stressing the importance of early access to visual language.
Texas ScholarWorks (Texas Digital Library) · 125 Zitationen
people including family members, teachers, colleagues and friends who have been involved in my life and have supported me in achieving my personal and academic goals in various ways.I find it difficult to express my deep gratitude to them all.
120 Zitationen · DOI
Social Service Review · 113 Zitationen · DOI
Deaf children who are not provided with a sign language early in their development are at risk of linguistic deprivation; they may never be fluent in any language, and they may have deficits in cognitive activities that rely on a firm foundation in a first language. These children are socially and emotionally isolated. Deafness makes a child vulnerable to abuse, and linguistic deprivation compounds the abuse because the child is less able to report it. Parents rely on professionals as guides in making responsible choices in raising and educating their deaf children. But lack of expertise on language acquisition and overreliance on access to speech often result in professionals not recommending that the child be taught a sign language or, worse, that the child be denied sign language. We recommend action that those in the social welfare services can implement immediately to help protect the health of deaf children.
Applied Psycholinguistics · 110 Zitationen · DOI
ABSTRACT This study addressed visual word recognition in deaf bilinguals who are proficient in German Sign Language (DGS) and German. The study specifically investigated whether DGS signs are activated during a monolingual German word recognition task despite the lack of similarity in German orthographic representations and DGS phonological representations. Deaf DGS–German bilinguals saw pairs of German words and decided whether the words were semantically related. Half of the experimental items had phonologically related translation equivalents in DGS. Participants were slower to reject semantically unrelated word pairs when the translation equivalents were phonologically related in DGS than when the DGS translations were phonologically unrelated. However, this was not the case in Turkish–German hearing bilinguals who do not have sign language knowledge. The results indicate that lexical representations are associated cross-linguistically in the bilingual lexicon irrespective of their orthographic or phonological form. Implications of these results for reading development in deaf German bilinguals are discussed.
International Journal of Pediatric Otorhinolaryngology · 91 Zitationen · DOI
To assist medical and hearing-science professionals in supporting parents of deaf children, we have identified common questions that parents may have and provide evidence-based answers. In doing so, a compassionate and positive narrative about deafness and deaf children is offered, one that relies on recent research evidence regarding the critical nature of early exposure to a fully accessible visual language, which in the United States is American Sign Language (ASL). This evidence includes the role of sign language in language acquisition, cognitive development, and literacy. In order for parents to provide a nurturing and anxiety-free environment for early childhood development, signing at home is important even if their child also has the additional nurturing and care of a signing community. It is not just the early years of a child's life that matter for language acquisition; it's the early months, the early weeks, even the early days. Deaf children cannot wait for accessible language input. The whole family must learn simultaneously as the deaf child learns. Even moderate fluency on the part of the family benefits the child enormously. And learning the sign language together can be one of the strongest bonding experiences that the family and deaf child have.
PubMed · 86 Zitationen
Around 96 percent of children with hearing loss are born to parents with intact hearing, who may initially know little about deafness or sign language. Therefore, such parents will need information and support in making decisions about the medical, linguistic, and educational management of their child. Some of these decisions are time-sensitive and irreversible and come at a moment of emotional turmoil and vulnerability (when some parents grieve the loss of a normally hearing child). Clinical research indicates that a deaf child's poor communication skills can be made worse by increased level of parental depression. Given this, the importance of reliable and up-to-date support for parents' decisions is critical to the overall well-being of their child. In raising and educating a child, parents are often offered an exclusive choice between an oral environment (including assistive technology, speech reading, and voicing) and a signing environment. A heated controversy surrounds this choice, and has since at least the late 19th century, beginning with the International Congress on the Education of the Deaf in Milan, held in 1880. While families seek advice from many sources, including, increasingly, the internet, the primary care physician (PCP) is the professional medical figure the family interacts with repeatedly. The present article aims to help family advisors, particularly the PCP and other medical advisors in this regard. We argue that deaf children need to be exposed regularly and frequently to good language models in both visual and auditory modalities from the time hearing loss is detected and continued throughout their education to ensure proper cognitive, psychological, and educational development. Since there is, unfortunately, a dearth of empirical studies on many of the issues families must confront, professional opinions, backed by what studies do exist, are the only option. We here give our strongly held professional opinions and stress the need for improved research studies in these areas.
Cambridge University Press eBooks · 84 Zitationen · DOI
One major question in general linguistics is whether the universals among spoken languages are the same as those among signed languages. Two types of universals have been distinguished: formal universals, which impose abstract conditions on all languages, and substantive universals, which fix the choices that a language makes for a particular aspect of grammar (Chomsky 1965; Greenberg 1966; Comrie 1981). It would be intriguing to see if there are modality differences in both types of universals. Fischer (1974) has suggested that formal universals like some syntactic operations apply in both modalities, while some substantive universals are modality specific. Similarly, Newport and Supalla (2000:112) have noted that signed and spoken languages may have some different universals due to the different modalities. In this paper we focus on verb agreement as it provides a window into some of the universals within and across the two modalities. We start with a working definition of agreement for spoken languages and illustrate the difficulty in applying such a definition to signed languages. We then embark on two goals: to investigate the linguistic status of verb agreement in signed language and to understand the architecture of grammar with respect to verb agreement. We explore possible modality differences and consider their effects on the nature of the morphological processes involved in verb agreement. Finally, we return to the formal and substantive universals that separate and/or group spoken and signed languages.
Cambridge University Press eBooks · 79 Zitationen · DOI
Verb agreement is a topic that has received much attention in the sign language literature. Figure 9.1 shows what is often called "verb agreement" in the literature. This phenomenon has been noted in many signed languages.
The Journal of Clinical Ethics · 79 Zitationen · DOI
Around 96 percent of children with hearing loss are born to parents with intact hearing, who may initially know little about deafness or sign language. Therefore, such parents will need information and support in making decisions about the medical, linguistic, and educational management of their child. Some of these decisions are time-sensitive and irreversible and come at a moment of emotional turmoil and vulnerability (when some parents grieve the loss of a normally hearing child). Clinical research indicates that a deaf child’s poor communication skills can be made worse by increased level of parental depression. Given this, the importance of reliable and up-to-date support for parents’ decisions is critical to the overall well-being of their child. In raising and educating a child, parents are often offered an exclusive choice between an oral environment (including assistive technology, speech reading, and voicing) and a signing environment. A heated controversy surrounds this choice, and has since at least the late 19th century, beginning with the International Congress on the Education of the Deaf in Milan, held in 1880. While families seek advice from many sources, including, increasingly, the internet, the primary care physician (PCP) is the professional medical figure the family interacts with repeatedly.The present article aims to help family advisors, particularly the PCP and other medical advisors in this regard. We argue that deaf children need to be exposed regularly and frequently to good language models in both visual and auditory modalities from the time hearing loss is detected and continued throughout their education to ensure proper cognitive, psychological, and educational development. Since there is, unfortunately, a dearth of empirical studies on many of the issues families must confront, professional opinions, backed by what studies do exist, are the only option. We here give our strongly held professional opinions and stress the need for improved research studies in these areas.
The Journal of Law Medicine & Ethics · 73 Zitationen · DOI
We argue for the existence of a state constitutional legal right to language. Our purpose here is to develop a legal framework for protecting the civil rights of the deaf child, with the ultimate goal of calling for legislation that requires all levels of government to fund programs for deaf children and their families to learn a fully accessible language: a sign language.
Deafness & Education International · 73 Zitationen · DOI
Researchers, the Deaf community, teachers of deaf children and speech and language therapists all share a concern about how to improve deaf children's written language skills. One part of literacy is story writing or narrative. A finding from a small number of studies is that children exposed to sign language from early childhood onwards achieve the highest level of bilingualism and become skilled readers and writers (Hoffmeister, 2000; Morgan, 2005). Potential contributing factors may include first language transfer, meta-linguistic awareness, cognitive readiness, motivation, parental interaction and emotional well-being. This paper reviews the first three contributing factors and outlines the theoretical case for bilingual narrative activities in deaf children. Copyright © 2007 John Wiley & Sons, Ltd.
Clinical Pediatrics · 72 Zitationen · DOI
Journal of Medical Ethics · 70 Zitationen · DOI
There is no evidence that learning a natural human language is cognitively harmful to children. To the contrary, multilingualism has been argued to be beneficial to all. Nevertheless, many professionals advise the parents of deaf children that their children should not learn a sign language during their early years, despite strong evidence across many research disciplines that sign languages are natural human languages. Their recommendations are based on a combination of misperceptions about (1) the difficulty of learning a sign language, (2) the effects of bilingualism, and particularly bimodalism, (3) the bona fide status of languages that lack a written form, (4) the effects of a sign language on acquiring literacy, (5) the ability of technologies to address the needs of deaf children and (6) the effects that use of a sign language will have on family cohesion. We expose these misperceptions as based in prejudice and urge institutions involved in educating professionals concerned with the healthcare, raising and educating of deaf children to include appropriate information about first language acquisition and the importance of a sign language for deaf children. We further urge such professionals to advise the parents of deaf children properly, which means to strongly advise the introduction of a sign language as soon as hearing loss is detected.
PubMed · 63 Zitationen
Cochlear implants (CI) have demonstrated success in improving young deaf children's speech and low-level speech awareness across a range of auditory functions, but this success is highly variable, and how this success correlates to high-level language development is even more variable. Prevalence on the success rate of CI as an outcome for language development is difficult to obtain because studies vary widely in methodology and variables of interest, and because not all cochlear implant technology (which continues to evolve) is the same. Still, even if the notion of treatment failure is limited narrowly to those who gain no auditory benefit from CI in that they cannot discriminate among ambient noises, the reported treatment failure rate is high enough to call into question the current lack of consideration of alternative approaches to ensure young deaf children's language development. Recent research has highlighted the risks of delaying language input during critical periods of brain development with concomitant consequences for cognitive and social skills. As a result, we propose that before, during, and after implantation deaf children learn a sign language along with a spoken language to ensure their maximal language development and optimal long-term developmental outcomes.
60 Zitationen
In July 2001 the Deer-Vehicle Crash Information Clearinghouse (DVCIC) was created by the Wisconsin Department of Transportation. During the last two years an extensive review of deer-vehicle crash (DVC) countermeasure documentation has been completed. This toolbox contains what is believed to be the most detailed summary and evaluation of DVC countermeasure information. Three levels of discussion are provided that focus on the current state-of-the-knowledge related to 16 potential DVC countermeasures. Specific findings and conclusions for each countermeasure are discussed in Chapter 2 and summarized in the Executive Summary. Each of the summaries in Chapter 2 can be acquired from the DVCIC webpage: www.deercrash.com. More broad-based conclusions and recommendations are provided in Chapter 3. It was generally concluded that it is difficult to define the magnitude of the DVC problem in the United States, and that the collection of roadside deer carcass locations may provide a more accurate measure of the problem. The 16 countermeasures are grouped into five categories based on their apparent use and how much they had been studied. It was not considered appropriate, given the current limited state-of-the-knowledge and lack of definitive studies, to group the countermeasures by their apparent DVC reduction capabilities. The majority of the potential countermeasures are used in the field, but the safety impacts of few have been evaluated rigorously. Only studies of properly installed/maintained exclusionary fencing and wildlife crossing installations have consistently shown DVC reductions. The DVC reduction capabilities of the other 14 countermeasures appear to still be in question. Different types of evaluations are recommended for each of the five categories defined. It is also recommended that a national or regional DVC database be created and that the value of a similar database of roadside carcass locations be evaluated. It is proposed that all DVC countermeasure installations and evaluations be completed by a team of transportation safety and ecology professionals. A national or regional DVC or large ungulate-vehicle crash safety research center should also be created to fund/promote appropriately designed research in the DVC area.
Cambridge University Press eBooks · 49 Zitationen · DOI
This chapter presents case studies of sign language transmission in European countries in which the majority of inhabitants all speak a Germanic-based language. Owing to space constraints, we are focusing in this chapter on Switzerland, Germany and the Netherlands as examples of the past and current practices of language transmission in this part of Europe, but by no means should this overview be interpreted as being inclusive of other countries of the region.
Deafness & Education International · 44 Zitationen · DOI
Researchers, the Deaf community, teachers of deaf children and speech and language therapists all share a concern about how to improve deaf children's written language skills. One part of literacy is story writing or narrative. A fi nding from a small number of studies is that children exposed to sign language from early childhood onwards achieve the highest level of bilingualism and become skilled readers and writers (Hoffmeister, 2000; Morgan, 2005). Potential contributing factors may include fi rst language transfer, meta-linguistic awareness, cognitive readiness, motivation, parental interaction and emotional well-being. This paper reviews the fi rst three contributing factors and outlines the theoretical case for bilingual narrative activities in deaf children. Copyright © 2007 John Wiley & Sons, Ltd.
Gallaudet University Press eBooks · 43 Zitationen · DOI
Infant Behavior and Development · 36 Zitationen · DOI
Medical Science Educator · 33 Zitationen · DOI
The typical medical education curriculum does not address language development for deaf and hard-of-hearing (DHH) children. However, this issue is medical because of the frequency with which DHH children as a population face health complications due to linguistic deprivation. The critical period for language development is early; if a child does not acquire an intact language before age five, the child is unlikely to ever have native-like use of any language. Such linguistic deprivation carries risks of cognitive delay and psycho-social health difficulties. Spoken language is inaccessible for many DHH children despite assistive-technology developments. But sign languages, because they are visual, are accessible to most DHH children. To ensure language development, DHH children should have exposure to a sign language in their early years, starting at birth. If they also receive successful training in processing and producing a spoken language, they will have the many benefits of bimodal bilingualism. Undergraduate medical education curricula should include information about early language acquisition so that physicians can advise families of deaf newborns and newly deafened young children how to protect their cognitive health. Graduate medical education in primary care, pediatrics, and otolaryngology should include extensive information about amplification/cochlear implants, language modality, and the latest research/practices to promote the development and education of DHH children. Training in how to establish connections with local authorities and services that can support parents and child should be included as well. Further, students need to learn how to work with sign language interpreters in caring for DHH patients. We offer suggestions as to how medical curricula can be appropriately enriched and point to existing programs and initiatives that can serve as resources.
Children · 29 Zitationen · DOI
Bilingual bimodalism is a great benefit to deaf children at home and in schooling. Deaf signing children perform better overall than non-signing deaf children, regardless of whether they use a cochlear implant. Raising a deaf child in a speech-only environment can carry cognitive and psycho-social risks that may have lifelong adverse effects. For children born deaf, or who become deaf in early childhood, we recommend comprehensible multimodal language exposure and engagement in joint activity with parents and friends to assure age-appropriate first-language acquisition. Accessible visual language input should begin as close to birth as possible. Hearing parents will need timely and extensive support; thus, we propose that, upon the birth of a deaf child and through the preschool years, among other things, the family needs an adult deaf presence in the home for several hours every day to be a linguistic model, to guide the family in taking sign language lessons, to show the family how to make spoken language accessible to their deaf child, and to be an encouraging liaison to deaf communities. While such a support program will be complicated and challenging to implement, it is far less costly than the harm of linguistic deprivation.
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Identität, Organisation und Kontakt aus HU-FIS.
- Name
- Prof. Dr. Christian Rathmann
- Titel
- Prof. Dr.
- Fakultät
- Kultur-, Sozial- und Bildungswissenschaftliche Fakultät
- Institut
- Institut für Rehabilitationswissenschaften
- Arbeitsgruppe
- Gebärdensprachdolmetschen
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- 26.4.2026, 01:10:45