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 naïve 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.

pdf

Additional Information

ISSN
1533-6263
Print ISSN
0302-1475
Pages
pp. 39-62
Launched on MUSE
2004-10-05
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.