Describing the Spoken Discourse Practices of Second and Third Grade Classroom Teachers in Appalachia
Date of Award
2014
Degree Name
Communication Disorders
College
College of Health Professions
Type of Degree
M.S.
Document Type
Thesis
First Advisor
Susan Thomas Frank
Second Advisor
Karen McComas
Third Advisor
Jennifer Baker
Abstract
In order to meet the academic demands of the school system, school-aged children must be able to understand the language (discourse) of their teachers and the curricular expectations for verbal expression. Speech-Language Pathologists (SLPs), working within the schools, need to identify and include in their therapy planning the learning supports that will contribute to students’ classroom success. One useful data-set for this planning is knowledge of the types and levels of discourse used and expected by the classroom teacher. The purpose of this study was to examine the spoken discourse practices of second and third grade teachers in Appalachia. By understanding the specific discourse expectations of the classroom, SLPs working within the schools of Appalachia can appropriately adapt goals to better prepare children for academic success. Using phenomenological inquiry methods, this study explored the spoken discourse practices of two second grade and two third grade Appalachian teachers in order to better inform SLPs and educators of the possible effects of teacher discourse on students with language disorders.
Subject(s)
Discourse analysis - English language - Appalachian Region.
Recommended Citation
Scott, Natasha Janel, "Describing the Spoken Discourse Practices of Second and Third Grade Classroom Teachers in Appalachia" (2014). Theses, Dissertations and Capstones. 884.
https://mds.marshall.edu/etd/884
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Speech and Rhetorical Studies Commons
