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Dinner Table Syndrome: A Phenomenological Study Of Deaf Individuals’ Experiences With Inaccessible Communication, David R. Meek
Dinner Table Syndrome: A Phenomenological Study Of Deaf Individuals’ Experiences With Inaccessible Communication, David R. Meek
The Qualitative Report
Conversations at the dinner table typically involve reciprocal and contingent turn-taking. This context typically includes multiple exchanges between family members, providing opportunities for rich conversations and opportunities for incidental learning. Deaf individuals who live in hearing non-signing homes often miss out on these exchanges, as typically hearing individuals use turn-taking rules that differ from those commonly used by deaf individuals. Hearing individuals’ turn-taking rules include use of auditory cues to get a turn and to cue others when a new speaker is beginning a turn. Given these mechanisms, hearing individuals frequently interrupt each other—even if they are signing. When deaf …
Best Practices For Recruiting Students From The Basic Course, Jordan Atkinson, Nicholas T. Tatum
Best Practices For Recruiting Students From The Basic Course, Jordan Atkinson, Nicholas T. Tatum
Basic Communication Course Annual
This essay responds to the Basic Course Forum question about best practices for recruiting to and/or from the basic course.
Confronting Students’ Personal And Interpersonal Communication Anxieties And Needs Through Constitutive, Experiential Communication Pedagogy, Lawrence R. Frey, Emily Loker
Confronting Students’ Personal And Interpersonal Communication Anxieties And Needs Through Constitutive, Experiential Communication Pedagogy, Lawrence R. Frey, Emily Loker
Journal of Communication Pedagogy
Today’s college students are experiencing unprecedented high levels of anxiety, resulting in devastating effects. This essay challenges communication educators to respond directly to this significant issue by employing an experiential pedagogy that offers students constitutive opportunities to initiate, experiment with, and receive feedback about new communicative behaviors that will enable them to interact well and achieve positive outcomes in high anxiety-inducing interactions. The essay explicates how that constitutive, experiential pedagogy informs the course “Communication and Human Relations,” enabling students to acquire communication competencies to reduce their anxiety about and to manage effectively their personal and interpersonal communication difficulties.