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Teacher‐pupil talk: Integrated vs segregated environments for children with severe learning difficulties
Author(s) -
ContiRamsden Gina,
Taylor Janet
Publication year - 1990
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.3109/13682829009011959
Subject(s) - pupil , psychology , style (visual arts) , developmental psychology , mathematics education , pedagogy , archaeology , history , neuroscience
The present study aimed to investigate the linguistic environment of children with severe learning difficulties attending nursery school. Teacher‐pupil talk with three normal language learners and five children‐with severe learning difficulties was examined in segregated and integrated settings. A cognitively based dialogue system analysis was used to ascertain the style and level of teacher and pupil interactions. Results revealed that teachers are able to adjust their speech when interacting with children of differing abilities but they do so by assuming a dominating role in dialogue through initiation and the use of obliges.