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Related Experiment Videos

Patterns of classroom discourse in an integrated, interpreted elementary school setting

J Shaw1, J Jamieson

  • 1Department of Educational Psychology and Special Education, University of British Columbia, Vancouver, Canada.

American Annals of the Deaf
|March 1, 1997
PubMed
Summary

This study examined classroom communication for a deaf child with interpreters. The deaf student primarily interacted with the interpreter, missing some social and cultural classroom discourse.

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Area of Science:

  • Education
  • Linguistics
  • Deaf Studies

Background:

  • Classroom discourse analysis is crucial for understanding student learning experiences.
  • Integrating deaf students requires effective communication strategies and support services.
  • Full-time interpreting services are common for deaf students in mainstream education.

Observation:

  • A deaf child in an elementary setting with full-time interpreting services was videotaped for 3 hours.
  • Discourse patterns between the deaf child, teacher, and interpreter were analyzed.
  • The deaf student's access to teacher-class discourse was assessed.

Findings:

  • The deaf student predominantly interacted with the interpreter, receiving more direct instruction from them than the teacher.
  • The student's exposure to discourse was mainly academic, with limited access to social or cultural communication.

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  • Implicit classroom discourse and cultural knowledge appeared inaccessible to the deaf student.

    • Implications:

    • Interpreters play a significant role in the educational and social interactions of deaf students.
    • Current support systems may not fully facilitate deaf students' access to all aspects of classroom communication.
    • Further research is needed to enhance the inclusion and communication accessibility for deaf learners in mainstream settings.