Differences between L1 and L2 Users in Turn-takning in Danish Sign Language

Louise Myrup
My Position: Lecturer in the Bachelor's Degree Programme in Danish Sign Language and Speech-to-Text Interpreting.
My Institutional Affiliation: University College Copenhagen, KP
Title: “How to Teach Turn-Taking – Theoretical and Practical Approaches in Danish Sign Language”
Turn-taking is a fundamental component of interaction, requiring both theoretical understanding and practical skills. In Danish Sign Language, turn-taking involves a combination of multimodal signals—including manual, non-manual, and visual cues—to indicate when it is one's turn to sign or when an interruption occurs.
For hearing students learning Danish Sign Language as a foreign/second language (L2), mastering these interactional mechanisms can be particularly challenging.
I will present how students develop an understanding of turn-taking mechanisms and how their learning process is supported throughout the 3 ½-year program, both in theory and practice. This includes teaching students to recognize and use backchannels such as nods, facial expressions, and short signs to demonstrate active listening and maintain the conversational flow from a pedagogical perspective.
Research Question
What are the most effective strategies for teaching turn-taking to L2 Danish Sign Language students over six semesters?
Method and Data
The data consists of video recordings of five groups of three deaf individuals who have Danish Sign Language as their first language, varying in age and gender. The conversation analysis is based on identifying different turn-taking signals categorized under theoretical concepts such as shared attention, turn-taking, and turn-yielding.
Results
Preliminary results show that eye gaze remains a crucial tool for maintaining conversational flow in sign language, as stated by Herreweghe (2005, p. 154). Additionally, other turn-taking signals, such as palm orientation, are important for indicating that the turn is assigned to the other speaker. To ensure that all participants can follow the conversation, shared attention must also be trained.
These findings provide new insights into how turn-taking functions in Danish Sign Language compared to international studies, highlighting key areas for improvement in L2 teaching. Furthermore, a comparison with hearing students' use of turn-taking in sign language can identify potential "gaps" in their understanding of turn-taking and its components. The findings are also used as teaching material for hearing students.
These results contribute to a broader understanding of why it is essential for hearing students to acquire knowledge of turn-taking in sign language and to receive practical training in this area. In short, both theory and practice are necessary.
Conclusion
Turn-taking is a key component of interpreter education, equipping hearing students with the skills to facilitate conversations between two languages—one visual and one auditory.