Patterns of Classroom Discourse in an Integrated, Interpreted Elementary School Setting.

Shaw, Jeanne; Jamieson, Janet

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Peer reviewed

ERIC Number: EJ587789

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-726X

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Patterns of Classroom Discourse in an Integrated, Interpreted Elementary School Setting.

Shaw, Jeanne; Jamieson, Janet

American Annals of the Deaf, v142 n1 p40-47 Mar 1997

A study of an integrated 8-year-old deaf boy with full-time interpreting services found that he interacted predominately with the interpreter, who provided more direct instruction than the teacher. The discourse to which he was exposed to was found to be largely academic, rather than cultural or social. (CR)

Descriptors: Deafness, Elementary Education, Inclusive Schools, Interpersonal Communication, Interpreters, Peer Relationship, Social Integration, Teacher Student Relationship

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A