Bimodal tvåspråkighet hos personer med hörselnedsättning är ett forskningsområde med begränsad omfattning. Denna studie syftar till att belysa hur bimodal tvåspråkighet kan fungera i en klass för hörselskadade elever, så kallad hörselklass. Genom deltagande observation har videoinspelningar av interaktionen i klassrummen gjorts, vilka sedan transkriberats utifrån en multimodal samtalsanalys då analysen avsett både den talspråkliga och den teckenspråkiga interaktionen. Utifrån frågeställningen hur och på vilket sätt tecken och teckenspråk används i klassrumsinteraktionen visar resultaten att kodblandning, dvs. simultan användning av tal och tecken är vanligt förekommande hos både lärare och elever. Ett annat förekommande fenomen som framkommit i klassrumsobservationerna hos eleverna är kodväxling, som sker när eleverna byter språk för särskilda syften, t.ex. för att viska med varandra medan lektionen pågår. En annan funktion kodväxlingen uppvisade var möjligheten till att genomföra samtalsdelningar under en pågående aktivitet. / Bimodal bilingualism among people with hearing loss is an area of ​​research with limited extent. This study aims to highlight how bimodal bilingualism can work in a class of hard-of hearing students. Through partaking observation, video recordings of interaction in the classrooms have been made, which later have been transcribed with a multimodal conversation analysis approach. The multimodal conversation analysis comprises both the spoken and the signed interaction. Based on the questions of how and in what way signs and the sign language are used in classroom interaction, the results show that code-blending, i.e. simultaneous use of speech and signs, was common among both teachers and students. Another common phenomenon that emerged in the classroom observations is code-switching, which occurs when pupils change their language for specific purposes, e.g. to whisper to each other during the ongoing lesson. Another feature code-switching demonstrated was the ability to conduct schismings during an ongoing activity.

The heterogeneity of the continental crust has a first order control on the dynamics of plate tectonic processes and the compositions of the Earth in both time and space. Heterogeneity can be characterized at a variety of scales and in a multitude of tectonic environments, but it is the links between seemingly disparate tectonic settings and crustal levels that are critical in understanding construction of the continents. The focus of this dissertation work is to apply microtextural, microgeochemical, whole rock geochemical and traditional petrographic techniques to study features in both deep and shallow crustal igneous rocks. The goal of these efforts is to better understand the roles that magmatic processes, mafic-felsic magma interaction, and partial melting have on the evolution of continental crust. Two principal field areas were selected, the Gouldsboro pluton in coastal Maine and the Fehr granite in northern Saskatchewan, Canada, because they each represent end-members of the processes involved with the generation, modification, transport, and emplacement of magmas that build continental crust. Evidence for bimodal magmatism preserved in the Silurian age Gouldsboro pluton has led to a refined model for the construction of shallow crustal magma chambers. Research efforts focused on the Neoarchean Fehr granite and Paleoproterozoic Chipman dike swarm have contributed to the current understanding of the links between high temperature metamorphism (migmitization) and the production of new felsic magmas as well as the rheological and chemical influences of mafic-felsic magma interaction in the deep crust. The results of these combined field and laboratory efforts have demonstrated the important role of mafic-felsic magma interaction on the strength and composition of both deep and shallow continental crust and have contributed to the current understanding of the complex links between deep crustal heterogeneity and bimodal magmatism at shallow crustal levels.