Communication strategies essential to make lesson content clear and visible when using sign language with deaf students are described. The strategies include getting students' attention, not overloading students with confusing visual stimuli, allowing students time to absorb visual information thoroughly, and carefully differentiating between…

In two university business communication classes, 300 students analyzed teachers' nonverbal behavior. Responses showed that instructors' nonverbal communication is integral to the formation of student attitudes toward the instructor and the course. (SK)

Justifies research in the use of English in foreign language instruction, based on previous research on classroom interaction, instructional methods, and the nature of communicative competence. Sample exercises that indicate the uses of English in a foreign language classroom are appended. (MSE)

Argues that competence in academic subjects depends on mastery of their specialized patterns of language use. These patterns are described in terms of: 1) the semantics underlying Halliday's functional linguistics and 2) the structural analysis of communication genres. A sample classroom episode illustrates relationships among semantic…

Examines the types of comprehension problems that students experience in classrooms and the tactics they use to resolve those problems. Reports meaningful distinctions among classroom comprehension problems, and finds that the tactics used vary systematically in relation to the situation (class size and instructional format) and the type of…

Describes the use of a grid survey activity to promote natural communication in the second-language classroom. The surveys, which elicit descriptive information from students, can be easily adapted to several themes and subjects, are easy to design, can be used with low- or high-proficiency students, and can be used to provide feedback to students…

Analysis of videotapes of five trained teachers of deaf children found that the teachers did not fingerspell often, but when they did they sought to express a specific English word. Clarity of fingerspelled utterances varied greatly, ranging from whole-word gestalts to words wherein individual letters could be discerned. (Author/CB)

One teacher adopted a language teacher's method of calling on students without causing embarrassment by moving quickly from one student to the next, not penalizing students who were unable to respond, praising freely, and using humor. The technique encourages participation and self-confidence. (MSE)

Argues that time spent encouraging students to reflect about their learning is well invested. Offers four specific statements about what helps students to reflect: (1) students need relevant reasons for reflection and assurance that their reflections will be accepted; (2) students' opinions and judgments must be generally valued; (3) students need…

Reports a study of year-nine students' understanding of concepts related to acids and alkalis using collaborative concept mapping. (MKR)

The paper discusses general types of nonverbal behavior (NVB) and encourages teachers to use NVB influences in the classroom. (Contains eight references.) (LB)

Investigates the nature of small-group social interactions in the mediation of children's science learning. Reports that the teacher mediated the children's small-group science learning through discourse that negotiated children's status, actions, and meaning, as well as through discourse that established the normative structure of the small…

Lists common expressions and terms that teachers of English as a Second Language may wish to use and highlight for the benefit of their students. They include greetings, formulas of courtesy, inquiries, classroom management, praise, audio-vidual equipment, presentation, application, and student's favorites. (MDM)

Strategies to increase positive peer interactions of young children with hearing impairments include reducing teacher-child interactions, changing classroom activity structure, social skills intervention, peer-mediated interventions, increasing familiarity through intensive contact, and peer orientation. Evidence of effectiveness of these…

Describes how one elementary school teacher uses three cornerstones to build a safe community for herself and her students: getting to know parents by asking herself to dinner; working with big ideas on long-lasting projects that grab students' attention and focus their drive to belong and to communicate with their classmates; and portfolios. (SR)