Micro-reflection on classroom communication

2021 ◽  
pp. 1-4
Author(s):  
Karianne Skovholt
Keyword(s):  
Classroom Communication

Quantitative Analysis of Classroom Communication Environments for Learners With Deafblindness

2021 ◽  
pp. 002246692110413
Author(s):  
L. Beth Brady
Keyword(s):  
Visual Communication ◽  
Verbal Communication ◽  
Sensory Loss ◽  
Classroom Communication ◽  
Teacher Student ◽  
Behavioral Coding ◽  
Teacher Surveys ◽  
Communication Environments ◽  
Dual Sensory Loss ◽  
Matrix Assessment

Classroom environments were analyzed to better understand adult language modeling rates and whether teacher certification practices contributed to differences with learners with deafblindness (DB). Student characteristics were also examined in relation to communication rates. When there is a dual sensory loss, access to tactile and visual communication forms (i.e., multimodal) in addition to verbal communication is needed. Data were collected from 15 teacher–student dyads from four states through behavioral coding of videotaped language samples, teacher surveys, and the Communication Matrix assessment. Overall, teachers used verbal communication significantly more than additional classroom staff. Teachers in a state that required a severe/profound certification had significantly higher rates of overall communication, visual communication, and had students with higher communication levels.

Classroom-Based Assessment of a Collaborative Intervention Program With Kindergarten and First-Grade Students

1999 ◽  
Vol 30 (1) ◽  
pp. 83-91 ◽  
Author(s):  
Judith G. Farber ◽  
Evelyn R. Klein
Keyword(s):  
Intervention Program ◽  
Classroom Teacher ◽  
First Grade ◽  
Academic Growth ◽  
Classroom Communication ◽  
Classroom Intervention ◽  
Treatment Groups ◽  
Speech Language Pathologist ◽  
Collaborative Intervention ◽  
Teacher Reports

The Maximizing Academic Growth by Improving Communication (MAGIC) comprehensive classroom teacher and speech-language pathologist collaborative intervention program was developed and initially implemented in 12 kindergarten and first-grade classes to determine whether children receiving this language-enriched program performed significantly better than control peers on a curriculum-based test and on teacher reports of classroom communication. Results indicated that weekly classroom intervention resulted in significantly higher scores on the subtests of listening and writing for the children involved in the MAGIC program. Students in the treatment groups demonstrated significantly higher abilities in understanding vocabulary and cognitive-linguistic concepts in addition to increased writing skill development for producing relevant sentences with correct mechanics and spelling.

The Classroom Communication of Experienced and Inexperienced Teachers of the Deaf

1987 ◽  
Vol 4 (1) ◽  
pp. 17-22
Author(s):  
R.D. Savage ◽  
J.F. Savage ◽  
J. Potter
Keyword(s):  
Language Development ◽  
Classroom Teaching ◽  
Classroom Communication ◽  
Teaching Situation ◽  
Total Communication ◽  
Teachers Of The Deaf ◽  
Communication Methods ◽  
Linguistic Content

ABSTRACTThe aim of the present study is to investigate classroom communication by teachers of the deaf. A comparison will be made of the linguistic content of the communication of experienced and inexperienced teachers using total communication methods in a classroom teaching situation. The implications of the teachers' classroom communication methods for children's language development will be discussed.

scholarly journals ENGLISH PROFICIENCY AS A PREDICTOR OF EFFECTIVE CLASSROOM COMMUNICATION: A CASE STUDY OF TERTIARY INSTITUTIONS IN NORTH CENTRAL NIGERIA

2021 ◽  
Vol 9 (04) ◽  
pp. 495-500
Author(s):  
Muhammad-Badar S. Jibrin ◽  
◽  
Thomas Adubika ◽  
Keyword(s):  
English Proficiency ◽  
Linear Regression Analysis ◽  
Classroom Interaction ◽  
Self Report ◽  
Classroom Communication ◽  
North Central ◽  
Tertiary Institutions ◽  
The North ◽  
Instrument Measuring ◽  
Predictive Role

The purpose of this present study was to determine the predictive role of English proficiency on effective classroom communication using undergraduates from tertiary institutions in the North Central of Nigeria. Two hundred and thirty undergraduates (n=230) were randomly selected from Kogi and Benue states as the participants. Data for the study was collected using a self-report instrument measuring English proficiency and classroom communication as operationalized in the study. Linear regression analysis was conducted on the data, and the result showed that English proficiency statistically significantly predicted classroom communication. The study concludes that English proficiency is a determinant of student-teacher classroom interaction. The practical implications are discussed.

scholarly journals Challenges of the Sudden Switch from Mother Tongue Instruction to English as a Medium of Instruction

2021 ◽  
Vol 12 (1) ◽  
pp. 76
Author(s):  
Shahinaz Abdullah Bukhari
Keyword(s):  
Focus Groups ◽  
English Language ◽  
Mother Tongue ◽  
Collaborative Work ◽  
Faculty Members ◽  
English Language Teaching ◽  
Standard English ◽  
Medium Of Instruction ◽  
Classroom Communication ◽  
Mother Tongue Instruction

The present study explored the challenges encountered through the transition from using the mother tongue as a medium of instruction at schools to using English as a medium of instruction at universities. Two focus groups were conducted with Saudi undergraduates and faculty members from different Saudi universities. The focus groups investigated how participants perceive this experience, what difficulties they face and how they cope. Participants expressed their preference for using English as a medium of instruction in higher education to maximise students’ future and international opportunities. Participant students reported difficulties in lecture comprehension, taking notes while listening and classroom communication. Participant content lecturers reported difficulties related to students’ reluctance to speak in English, lack of English terminology and insufficient lecture comprehension. Some suggestions that have been offered to overcome these challenges include the following: designing adequate trainings for content lecturers on teaching their content in English; using Arabic-English bilingualism as medium of instruction; giving emphasis to academic literacy and communication skills over the use of standard English models and enhancing the collaborative work between English language teaching practitioners and content lecturers.

scholarly journals Analysis of Speech-Sign Semantic Equivalence in Simultaneous Communication in Kenya

2017 ◽  
Vol 6 (2) ◽  
pp. 195
Author(s):  
Adoyo Peter Oracha
Keyword(s):  
Large Scale ◽  
Research Question ◽  
Deaf Children ◽  
Classroom Communication ◽  
Semantic Equivalence ◽  
Profound Deafness ◽  
Total Communication ◽  
Teachers Of The Deaf ◽  
Long Time ◽  
Oral Approach

<p><em>Effective communication between teacher and pupil is a requisite factor for educational attainment. For the deaf, ineffective communication is a major problem especially when onset of profound deafness takes places at an early age before language is acquired. At school, the language of classroom communication not only affects the child’s development but also influences ability to learn other curriculum contents. Pointing out reasons for failure by deaf children to compete favorably with their hearing peers, Johnson et al (1989) has indicated that the central problem on deaf education is embedded in the lack of an appropriate language of classroom communication. </em></p><p><em>For a long time education for the deaf was conducted through the oral approach. It was later realized that this oral approach did not avail curriculum content to the deaf learners. In the 1980’s Total Communication arose as one of the solutions. According to Adoyo (2004), Total Communication was misunderstood for Simultaneous Communication, a communication system in which speech and sign are produced at the same time (Lane, Hoffmister &amp; Bahan, 1996).  Although SC has been used in Kenya for all these years, it has not produced the predicated large-scale improvement. </em></p><p><em>In this study, an attempt was made to establish the capacity of SC to enhance understanding and to facilitate information processing. The investigation was carried out through an examination of the extent to which the spoken and signed messages were equivalent in meaning. The research question was: To what extent do teachers of the deaf maintain one-one, sign to-voice ratio during Simultaneous Communication transmission and to what degree is the spoken and signed message equivalent semantically?</em></p>

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