Abstract
The data presented in this study come from the first year of a 4-year research project which has been undertaken to develop a model to describe exemplary communicative practice in the education of students who are deaf. Based on extensive videotaping of teacher-student interactions across a range of ages and subject areas, with participants using a variety of signed communication forms, the nature of this signed classroom discourse is considered with respect to: (a) how it mediates the activity of teaching and learning, and (b) how it encompasses more than the linguistic quality of the signed communication. Dialogic inquiry is proposed as a framework for conceptualizing a model of effective pedagogical practice in the education of learners who are deaf.
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