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Discourse analysis of language intervention

Oklahoma State University

Karyn Bobkoff

The University of Akron

Cheryl M. Scott

Oklahoma State University

Qualitative studies have produced new but fragmentary observations of the discourse of clinical lessons. This paper surveys these findings and integrates them around the principles of conversational discourse and discourse analysis. The picture which emerges is that training lessons are patterned within and across levels of conversational discourse. Social, verbal, and nonverbal components of clinician—child interaction are organized hierarchically for the purposes of eliciting correct linguistic responses. Clinical discourse research is discussed with reference to questions of clinical validity and practicality. Five learning hypotheses are also suggested.

Child Language Teaching and Therapy, Vol. 2, No. 2, 211-229 (1986)
DOI: 10.1177/026565908600200206


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