Teachers’ talk styles: communicating with learners with severe and complex learning difficulties
Teachers’ talk styles: communicating with learners with severe and complex learning difficulties
A small-scale, in-depth study of teachers’ talk in interaction with learners with severe and complex learning disabilities and very limited communication abilities is reported. The teachers had all participated in training on Intensive Interaction, a method based on the model of caregiver-infant interaction and focused on the quality of interpersonal interactions. Sequential systematic observation was used to analyse video samples of interaction, focusing on teachers’ talk styles compared with the ‘motherese’ linguistic style used with infants, and addressing whether engagement in the communication process was achieved.
143-159
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Kellett, Mary
94c3b05b-d7d8-414e-9e2a-61d88804146c
Hopkins, Vicky
dedbbf4c-b677-42e1-b3e2-1bae8a7dec92
June 2001
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Kellett, Mary
94c3b05b-d7d8-414e-9e2a-61d88804146c
Hopkins, Vicky
dedbbf4c-b677-42e1-b3e2-1bae8a7dec92
Nind, Melanie, Kellett, Mary and Hopkins, Vicky
(2001)
Teachers’ talk styles: communicating with learners with severe and complex learning difficulties.
Child Language Teaching and Therapy, 17 (2), .
(doi:10.1177/026565900101700204).
Abstract
A small-scale, in-depth study of teachers’ talk in interaction with learners with severe and complex learning disabilities and very limited communication abilities is reported. The teachers had all participated in training on Intensive Interaction, a method based on the model of caregiver-infant interaction and focused on the quality of interpersonal interactions. Sequential systematic observation was used to analyse video samples of interaction, focusing on teachers’ talk styles compared with the ‘motherese’ linguistic style used with infants, and addressing whether engagement in the communication process was achieved.
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Published date: June 2001
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Local EPrints ID: 445696
URI: http://eprints.soton.ac.uk/id/eprint/445696
ISSN: 0265-6590
PURE UUID: 74a3a741-2be8-4a03-bef8-aa6991a1a70f
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Date deposited: 06 Jan 2021 17:40
Last modified: 17 Mar 2024 03:00
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Author:
Mary Kellett
Author:
Vicky Hopkins
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