Classroom Discourse: What Is Conveyed Through Educational Interpretation

Elizabeth C Langer, Peter K Crume

Open source

DOI: 10.1093/deafed/enad021
Published: 2023-07-29
Container: Journal of Deaf Studies and Deaf Education
Publisher: Oxford University Press (OUP)
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.1093/deafed/enad021,
  title = {Classroom Discourse: What Is Conveyed Through Educational Interpretation},
  author = {Elizabeth C Langer and Peter K Crume},
  year = {2023},
  journal = {Journal of Deaf Studies and Deaf Education},
  doi = {10.1093/deafed/enad021},
  url = {https://doi.org/10.1093/deafed/enad021}
}

RIS

TY  - JOUR
TI  - Classroom Discourse: What Is Conveyed Through Educational Interpretation
AU  - Elizabeth C Langer
AU  - Peter K Crume
PY  - 2023
JO  - Journal of Deaf Studies and Deaf Education
DO  - 10.1093/deafed/enad021
UR  - https://doi.org/10.1093/deafed/enad021
ER  -

APA

Langer, E. C., & Crume, P. K. (2023). Classroom Discourse: What Is Conveyed Through Educational Interpretation. Journal of Deaf Studies and Deaf Education. https://doi.org/10.1093/deafed/enad021

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crossref · retrieved 2026-11-10T07:51:55.304Z