Classroom Discourse Practices of a Deaf Teacher Using American Sign Language

Abstract

This article describes the classroom discourse practices of an experienced Deaf teacher using American Sign Language (ASL) as the medium of instruction in a fifth-grade classroom in a residential school. The teacher is a native ASL user who has been teaching for more than thirty-five years. The analysis of three lessons illustrates the use of ASL linguistic features to encourage student participation. In constructing a teaching style using ASL, the teacher also employs discourse practices common among skilled teachers, regardless of the medium of instruction, such as maintaining a moderate level of control and selectively modeling na�ve questions. The teacher's ASL fluency and teaching experience interact to yield an effective strategy for increasing student involvement. Implications for classroom practice and suggestions for further research are included.