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Supporting Pragmatic Skills in Deaf and Hard-of-Hearing Students during Peer-to-Peer Interactions

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Title: Supporting Pragmatic Skills in Deaf and Hard-of-Hearing Students during Peer-to-Peer Interactions
Language: English
Authors: Paatsch, Louise (ORCID 0000-0003-3978-9603), Scott, Kaye, Toe, Dianne
Source: Deafness & Education International. 2022 24(4):314-333.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Pragmatics, Language Skills, Deafness, Hearing Impairments, Students with Disabilities, Peer Relationship, Interaction, Elementary School Students, Conventional Instruction, Program Effectiveness, Group Instruction, Foreign Countries, Mainstreaming, Well Being, Age Differences
Geographic Terms: Australia
DOI: 10.1080/14643154.2022.2137013
ISSN: 1464-3154
1557-069X
Abstract: This study investigated the pragmatic skills of 41 deaf and hard-of-hearing (DHH) students, enrolled in a Deaf Facility within a mainstream primary school. Five groups of DHH students (aged 6-12 years) across Foundation to Year 6 participated in two small-group wellbeing lessons with their teachers of the deaf. Video recordings of these lessons were analysed into two types of interactions: (1) peer-to-peer, and (2) teacher-led group interactions. Peer-to-peer interactions were further analysed to explore the pragmatic skills of these students. Results showed that the highest percentage of time at all year levels was spent in group interactions led by the teacher. However, the trend across the data showed that the opportunities provided for peer-to-peer interactions increased for the students in the older year levels. The DHH students demonstrated a range of effective pragmatic skills in peer-to-peer interactions including turn-taking, contingency, and showing sensitivity to their partners during collaborative learning. However, the use and sophistication of these pragmatic skills varied according to the nature of the task set by the teachers, and the age and language abilities of the students. The findings suggest that further opportunities for spontaneous interactions between peers would support the development of pragmatic skills in DHH students. In addition, teachers would benefit from professional learning to highlight the advantages of providing opportunities for spontaneous peer-to-peer interactions to support social communication in DHH students.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1370659
Database: ERIC
FullText Text:
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  Data: Supporting Pragmatic Skills in Deaf and Hard-of-Hearing Students during Peer-to-Peer Interactions
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  Data: <searchLink fieldCode="AR" term="%22Paatsch%2C+Louise%22">Paatsch, Louise</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3978-9603">0000-0003-3978-9603</externalLink>)<br /><searchLink fieldCode="AR" term="%22Scott%2C+Kaye%22">Scott, Kaye</searchLink><br /><searchLink fieldCode="AR" term="%22Toe%2C+Dianne%22">Toe, Dianne</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Deafness+%26+Education+International%22"><i>Deafness & Education International</i></searchLink>. 2022 24(4):314-333.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pragmatics%22">Pragmatics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Impairments%22">Hearing Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Instruction%22">Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/14643154.2022.2137013
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  Data: 1464-3154<br />1557-069X
– Name: Abstract
  Label: Abstract
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  Data: This study investigated the pragmatic skills of 41 deaf and hard-of-hearing (DHH) students, enrolled in a Deaf Facility within a mainstream primary school. Five groups of DHH students (aged 6-12 years) across Foundation to Year 6 participated in two small-group wellbeing lessons with their teachers of the deaf. Video recordings of these lessons were analysed into two types of interactions: (1) peer-to-peer, and (2) teacher-led group interactions. Peer-to-peer interactions were further analysed to explore the pragmatic skills of these students. Results showed that the highest percentage of time at all year levels was spent in group interactions led by the teacher. However, the trend across the data showed that the opportunities provided for peer-to-peer interactions increased for the students in the older year levels. The DHH students demonstrated a range of effective pragmatic skills in peer-to-peer interactions including turn-taking, contingency, and showing sensitivity to their partners during collaborative learning. However, the use and sophistication of these pragmatic skills varied according to the nature of the task set by the teachers, and the age and language abilities of the students. The findings suggest that further opportunities for spontaneous interactions between peers would support the development of pragmatic skills in DHH students. In addition, teachers would benefit from professional learning to highlight the advantages of providing opportunities for spontaneous peer-to-peer interactions to support social communication in DHH students.
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  Data: 2023
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  Data: EJ1370659
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        Value: 10.1080/14643154.2022.2137013
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      – Text: English
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        PageCount: 20
        StartPage: 314
    Subjects:
      – SubjectFull: Pragmatics
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Hearing Impairments
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Group Instruction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Mainstreaming
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      – SubjectFull: Well Being
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      – SubjectFull: Age Differences
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      – SubjectFull: Australia
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    Titles:
      – TitleFull: Supporting Pragmatic Skills in Deaf and Hard-of-Hearing Students during Peer-to-Peer Interactions
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