Title

Questions: Help or Hindrance? Teachers' use of questions with Indigenous children with conductive hearing loss

Document Type

Journal Article

Publisher

Edith Cowan University

Faculty

Community Services, Education and Social Sciences

School

Kurongkurl Katitjin, Centre for Research in Entertainment, Arts,Technology, Education and Communications

RAS ID

2081

Comments

This article was originally published as: Galloway, A. (2003). Questions: Help or Hindrance? Teachers' use of Questions with Indigenous Children with Conductive Hearing Loss. Australian Journal of Teacher Education, 27(2), 3. Original available here

Abstract

The development of oral language skills is an important foundation for written literacy for all children. However, where children have conductive hearing loss and consequent language impairment, the development of good oral language skills, especially those that underlie written literacy, becomes even more important. This paper discusses the use of questions during literacy focus lessons by three teachers of Indigenous students, and the way in which their use of questions serves to support or inhibit children’s opportunities to participate in classroom interaction. The paper concludes with a brief consideration of the implications of the findings for teacher education.

DOI

10.14221/ajte.2002v27n2.3

 

Link to publisher version (DOI)

10.14221/ajte.2002v27n2.3