Teacher‐Pupil Discourse in Classrooms for Hearing‐Impaired Children
- 1 March 1985
- journal article
- research article
- Published by Taylor & Francis in The Exceptional Child
- Vol. 32 (1) , 21-29
- https://doi.org/10.1080/0156655850320104
Abstract
Early studies of teacher‐pupil discourse in classrooms for the hearing‐impaired showed that it is systematic, teacher‐controlled and interlaced with language content. Discourse analysis, based on qualitative methods of study, augments and qualifies these views by providing a technique for examining multiple levels of interaction. Discourse material excerpted from a language lesson conducted by an experienced primary teacher with five hearing‐impaired pupils suggests that teacher‐pupil interaction is organized on several levels of structure. A hierarchy of lesson interaction is demonstrated through the illustrative discourse samples; hierarchical levels of roles, tasks, phrases, topics, sequences, turns, and utterances are identified and discussed. Educational implications about the learning structure of the classroom for the hearing‐impaired are offered.Keywords
This publication has 4 references indexed in Scilit:
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- ‘What time is it, Denise?”: Asking known information questions in classroom discourseTheory Into Practice, 1979
- Clinician-Child Discourse: Some Preliminary QuestionsJournal of Speech and Hearing Disorders, 1978
- A Method for Quantification and Description of Clinical Interactions with Aurally Handicapped ChildrenJournal of Speech and Hearing Disorders, 1974