Interaction between a teacher and the non-speaking as well as speaking children in the classroom.

Abstract

This study examined the verbal interactions which occurred between a teacher and two groups of children (children who were non-speaking as well as children who were speaking). Descriptive data, generated by analysing ten lessons, suggested that the teacher's interaction with the children who were non-speaking differed, in terms of quantity and quality. She directed approximately 10% less interaction at each of the three non-speaking children, when compared with the number of interactions that she directed at each of the five speaking children. However, she did not spend an equal amount of time interacting with each of the non-speaking children. Her interaction with the non-speaking children was dominated by questions, attention directing and requesting. Verbalization types, such as answering and imitating did not occur at all in the teacher's interaction with the non-speaking children. This implies that the non-speaking children's learning experiences in the classroom differed from the speaking children's learning experiences. Possible reasons for these discrepancies were proposed, namely that the teacher's attitudes, skill and knowledge played a role, but the non-speaking children's lack of access to communication was also considered to be a factor in determining the amount and type of interaction.