Patterson, H;
(2006)
An investigation of how a specialist deaf teacher and a hearing teaching assistant deal with troubles and misunderstandings in interactions with a deaf child.
Doctoral thesis , UCL (University College London).
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Abstract
This study explored how troubles and misunderstandings were dealt with by a specialist deaf teacher (T) and a hearing teaching assistant (TA) in interactions with a deaf four year old child (MC). Trouble sources were examined within two contexts: side sequences and book-related sequences. It was found that T and TA either avoided repair or completed it quickly within book-related sequences, whereas T in particular spent more time resolving trouble sources in the side sequences. TA allowed only one side sequence to develop during her interaction with MC, and it was suggested that differences in training made T more confident in departing from the focus of the book and adopting a more interactive teaching style. Strategies used in addressing troubles that were helpful or detrimental to language learning were also identified.
| Type: | Thesis (Doctoral) |
|---|---|
| Title: | An investigation of how a specialist deaf teacher and a hearing teaching assistant deal with troubles and misunderstandings in interactions with a deaf child |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Thesis digitised by ProQuest. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1567743 |
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