A growing number of deaf and hard-of-hearing students attend regular classrooms where they face
specific opportunities and challenges concerning their participation. This book focuses on
plurilingual (spoken and sign language) adolescents in partial integration who are supported
by a teaching assistant in the spoken language classrooms. How does the presence of an
assistant shape the students' participation and the overall classroom interaction? How do the
students design their engagement in classroom activities and how do they negotiate their
hearing and understanding which are particularly at risk for them? Managing these tasks calls
for the participants' interactional competence which is observed on the basis of their
multimodal practices including verbal and non-verbal resources.
