This study explores how the conversational principles of minimization and progressivity are observed in an oral classroom for deaf or hard-of-hearing (D/HH) preschoolers, a setting almost entirely designed to develop students' speech skills and get them to “use their words” as much as possible. Using Conversation Analysis, I examine teacher-student talk and find that the use of other-initiated repair is one predominant method for eliciting students' speech. In particular, acceptability repairs were routinely used to target the modality and minimal formulations of students' responses to the teacher's first-actions, yielding preferences for vocalization and maximization. However, following these preferences subverts certain norms associated with minimization and responding in ordinary conversation, which presents a potential practical dilemma of exposing D/HH children to the social norms of their oral classroom while also preparing them for interactions in mainstream society. I propose acceptability repair as a pedagogical tool of the oral classroom and illustrate how repair machinery can be mobilized to accomplish particular goals, as well as how preference principles taken from an ordinary to an institutional setting can acquire new interactional meaning under the conditions of a specific social context. Data draws from 20 h of video-recordings in one classroom in Southern California.

这项研究探索了如何在聋哑或听力障碍（D / HH）学龄前儿童的口语教室中观察到最小化和渐进性的对话原理，该环境几乎完全旨在培养学生的口语能力，并使他们“利用自己的语言能力”。单词”。通过使用“对话分析”，我检查了老师和学生的谈话，发现使用其他方式的修复是引起学生演讲的一种主要方法。尤其是，通常使用可接受性修复来针对学生对老师的初次行动的反应方式和最低限度的表述，从而产生发声和最大化的偏好。。但是，遵循这些偏好会颠覆与最小化和在普通对话中做出反应相关的某些规范，这将D / HH儿童暴露于他们的口语课堂社会规范中，同时也为他们在主流社会中的互动做准备而带来了潜在的实际困境。我提议将可接受性修复作为口语课堂的教学工具，并说明如何动员修复机制来实现特定目标，以及从普通环境到机构环境的偏好原则如何在特定条件下获得新的交互意义。社会环境。数据来自南加州一间教室20个小时的录像。