Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms

Abstract

Purpose The aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time. Method This was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year. Results Hierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques. Conclusion Reformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.

Comparing the semantic networks of children with cochlear implants and children with typical hearing: Effects of length of language access.

“…Children with CI might learn a lot of oral language from direct conversation and might be less able to learn from the often-noisy spoken language environment around them. This is in accordance with a pilot study by Lund & Douglas (2016) showing that DHH children learn words better via directed instruction in comparison to incidental exposure and a study by Duncan and Lederberg (2018) who showed that the amount of explicit vocabulary instruction provided by teachers is a predictor for the development of vocabulary for DHH children.…”

Language and Reading Progress of Young Deaf and Hard-of-Hearing Children

“…Classroom instruction and teacher talk can make a difference in children's language learning. Duncan and Lederberg (2018) examined teacher talk in classrooms and reported that explicit vocabulary instruction and teachers' reformulation of children's utterances were predictors of gains in children's vocabulary and expressive English syntax. These authors also reported that teachers were highly variable in the amount of explicit vocabulary instruction in which they engaged and that explicit morphosyntax instruction occurred rarely.…”

Acquisition of turn-taking in sign language conversations: An overview of language modality and turn structure

“…6 For spoken language development of DHH children at home: Smolen et al (2021), Arora et al (2020), Lederberg and Everhart (2000). For spoken language development of DHH children in oral classrooms: Duncan and Lederberg (2018), Lloyd et al (2001), Vandell and George (1981), Wood et al (1982). DHH children at home with DHH signing parents, the studies cited in this section are summarized in Table 6 including the sign language used and the ages of the children observed.…”

“… 6 For spoken language development of DHH children at home: Smolen et al (2021) ; Arora et al (2020) , Lederberg and Everhart (2000) . For spoken language development of DHH children in oral classrooms: Duncan and Lederberg (2018) ; Lloyd et al (2001) , Vandell and George (1981) ; Wood et al (1982) . …”