Communicative Practices Between Teachers of the Deaf and Elementary Deaf Emergent Writers Who Experienced Language Deprivation

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Deaf and Hard of Hearing Intersectionalities and Perspectives SIG Roundtable (Table 8)

Abstract

This current study explores how deaf students who experienced language deprivation at home were supported in language arts classes by examining their teachers’ communicative practices. Four teachers’ language arts classes were video-recorded and then analyzed to identify communicative practices, patterns, and dynamics. Differences were discovered between teachers using ASL with visual forms of English and teachers using spoken English with varying levels of sign support. Some communicative practices appear to be more effective than others in removing language barriers in learning environments.

Authors

• Leala Holcomb, University of Tennessee
  Presenting Author

• Hannah M. Dostal, University of Connecticut
  Non-Presenting Author

• Kimberly Wolbers, University of Tennessee
  Non-Presenting Author