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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. Background and introduction This paper focuses on the need to encourage student interaction in classrooms where Indigenous students suffer conductive hearing loss. Conductive hearing loss as a consequence of otitis media (middle ear infection) in the preschool years, which is when much language learning takes place, can result in significant impairment to language development. In the preschool years, this, of course, means impairment to oral language, but as oral language skills underlie written literacy, poor oral language skills have an ongoing impact on written literacy development. Children who have good oral language skills are much more likely to have success in acquiring written literacy (Browne, 2001; Clay, 1991; Walker & Wigglesworth, n.d.; Yonowitz, Yonowitz, Nienhuys, &

Questions : Help or Hindrance? Teachers' use of Questions with Indigenous Children with Conductive Hearing Loss.