'Speaking' deficit into (or out of) existence: How language constrains classroom teachers' knowledge about instructing diverse learners

Patricia Cahill Paugh; Curt Dudley-Marling

doi:10.1080/13603110903437144

'Speaking' deficit into (or out of) existence: How language constrains classroom teachers' knowledge about instructing diverse learners

Patricia Cahill Paugh
, Curt Dudley-Marling

Curriculum & Instruction

Boston College

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	819-833
Number of pages	15
Journal	International Journal of Inclusive Education
Volume	15
Issue number	8
DOIs	https://doi.org/10.1080/13603110903437144
State	Published - Sep 2011

ASJC Scopus Subject Areas

Education
Arts and Humanities (miscellaneous)

Keywords

discourse analysis
inclusion
social processes
sociocultural theory
teacher talk

Access to Document

10.1080/13603110903437144

Cite this

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'Speaking' deficit into (or out of) existence: How language constrains classroom teachers' knowledge about instructing diverse learners

ASJC Scopus Subject Areas

Keywords

Access to Document

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