Language and Context Some Issues of Practice Clinical Forum
Clinical Forum  |   July 01, 1997
Language and Context
 
Author Affiliations & Notes
  • Dana Kovarsky
    University of Rhode Island, Kingston
  • Jack Damico
    The University of Southwestern Louisiana, Lafayette
  • Contact author: Dana Kovarsky, Department of Communicative Disorders, 2 Butterfield Road, University of Rhode Island, Kingston, RI 02881. E-mail: dkovars@uriacc.uri.edu
Article Information
Development / Cultural & Linguistic Diversity / School-Based Settings / Attention, Memory & Executive Functions / Clinical Forum: The Context of Language in the Schools
Clinical Forum   |   July 01, 1997
Language and Context
Language, Speech, and Hearing Services in Schools, July 1997, Vol. 28, 308-313. doi:10.1044/0161-1461.2803.308
History: Received July 1, 1996 , Accepted October 28, 1996
 
Language, Speech, and Hearing Services in Schools, July 1997, Vol. 28, 308-313. doi:10.1044/0161-1461.2803.308
History: Received July 1, 1996; Accepted October 28, 1996
One of the most obvious and recurrent points throughout the articles in this clinical forum is that the interactional events that make up the teaching/learning encounter are complex. That classrooms and individualized intervention settings reveal the intricacies of human interaction and purpose in schools is not surprising. Every day, we face the students and the tasks involved in teaching curricular content and developing or enhancing communicative proficiency. On a daily basis, practitioners must deal with these complexities. The question is, how can we learn more about this complexity and process of interaction so that we can enhance our skills when engaging students in schools?
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