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FOUR DECADES AGO Stokoe (1960) observed that deaf professors at Gallaudet College were more effective than their hearing colleagues in maintaining discourse with students in the classroom (ibid. 1991)· Kluwin (1983) bolstered this observation in a study of two hearing and two deaf teachers. He demonstrated that deaf teachers were more proficient in their discourse than their hearing peers and more persistent in pursuing their learning objectives in class. Both Stokoe and Kluwin argue that fluent knowledge of sign language facilitates classroom discourse.
Their hypothesis is supported by research with students who are deaf, teachers, and administrators. Lang, McKee, and Conner (1993) and Lang, Dowaliby, and Anderson (1994) claim that the ability to sign clearly is a critical component of effective instruction. However, it would be a mistake to assume that signing fluency alone makes for effective teaching with students who are deaf. After all, many of us can probably remember a teacher fluent in our native language who was not an effective teacher. As Akamatsu, Stewart, and Mayer (2002) suggest, "To focus solely on the signing skills of teachers overly constrains the conception of what a good teacher of deaf students is. It becomes clear that it matters less which language or mode of communication teachers use than the manner in which they use the laguage" (277, our emphasis). In this article we identify and describe features of discourse that the teacher's experience and ASL fluency make possible.
Background
Classroom discourse research in general education settings has provided a significant empirical foundation. This body of research suggests that teacher strategies that encourage extended interaction and active participation by students are critical to learning (Cazden 19X8, 2001; Goldenberg 1992; Goldenberg and Patthey-Chavez 1995; Hicks 199$; Mehan 1979; Wells 1993). Easterbrooks and Baker (2002) note that extended discussions are also important for the development of conversational and questioning skills in children who are deaf and lead to improved social and academic outcomes. Teaching that supports language competence is critical for this population. However, there have been few published studies on teacher strategies for extended discourse in classrooms with students who are deaf. Kretschmer (1997) comments that student social interactions among teachers and peers, extended narrative, and opportunities to provide detailed conversational description have traditionally been lacking...