Culturally Based Miscommunication in Classroom Interaction This article identifies a number of ways teachers and students can misunderstand and confuse each other with their language-based communications in the classroom. Cultural variations in the formats for teacher-led lessons and child-generated personal experience narratives are described, using research findings from Canadian Inuit and Algonquin communities. The importance of ... Clinical Forum
Clinical Forum  |   July 01, 1997
Culturally Based Miscommunication in Classroom Interaction
 
Author Affiliations & Notes
  • Martha B. Crago
    McGill University, Quebec, Canada
  • Alice Eriks-Brophy
    McGill University, Quebec, Canada
  • Diane Pesco
    McGill University, Quebec, Canada
  • Lynn McAlpine
    McGill University, Quebec, Canada
  • Contact author: Martha B. Crago, School of Communication Science and Disorder, McGill University, 1266 Pine Avenue West, Montreal, Quebec, H3G 1A8 Canada. E-mail: lnmc@musicb.mcgill.ca
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Clinical Forum: The Context of Language in the Schools
Clinical Forum   |   July 01, 1997
Culturally Based Miscommunication in Classroom Interaction
Language, Speech, and Hearing Services in Schools, July 1997, Vol. 28, 245-254. doi:10.1044/0161-1461.2803.245
History: Received March 9, 1995 , Accepted October 16, 1995
 
Language, Speech, and Hearing Services in Schools, July 1997, Vol. 28, 245-254. doi:10.1044/0161-1461.2803.245
History: Received March 9, 1995; Accepted October 16, 1995

This article identifies a number of ways teachers and students can misunderstand and confuse each other with their language-based communications in the classroom. Cultural variations in the formats for teacher-led lessons and child-generated personal experience narratives are described, using research findings from Canadian Inuit and Algonquin communities. The importance of practitioners learning from miscommunications is stressed.

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