Objective: This present study investigates first and second saying in aphasic conversations to demonstrate the ability of qualitative methodologies (in this case conversation analysis) to study the ways in which persons with aphasia achieve conversation success through verbal repetition in the form of first and second sayings. Method: For this explorative case study, the author drew on data from AphasiaBank, a multimedia database of discourse samples gathered from individuals with aphasia and from healthy controls. Using the framework of conversation analysis, the author discusses its position, composition, and action. Results: We demonstrated the role of the practice of recycling elements of one’s own prior utterances in building socially meaningful action, presenting an image of the speaker with aphasia as someone who is competently and confidently managing throughout her impairment. Discussion: The author discusses the potential of conversation analytical techniques as tools to study the complex phenomenon of conversation as the primary vehicle for human social action. Conclusion: Through the study of ‘first saying and second saying’ in aphasic conversation, this study contributes to our understanding of how persons with aphasia strategically employ their limited linguistic resources to negotiate meaning and social action.
{"title":"First saying and second saying in aphasic conversations","authors":"Ruixia Yan","doi":"10.1558/jircd.21164","DOIUrl":"https://doi.org/10.1558/jircd.21164","url":null,"abstract":"Objective: This present study investigates first and second saying in aphasic conversations to demonstrate the ability of qualitative methodologies (in this case conversation analysis) to study the ways in which persons with aphasia achieve conversation success through verbal repetition in the form of first and second sayings.\u0000Method: For this explorative case study, the author drew on data from AphasiaBank, a multimedia database of discourse samples gathered from individuals with aphasia and from healthy controls. Using the framework of conversation analysis, the author discusses its position, composition, and action.\u0000Results: We demonstrated the role of the practice of recycling elements of one’s own prior utterances in building socially meaningful action, presenting an image of the speaker with aphasia as someone who is competently and confidently managing throughout her impairment.\u0000Discussion: The author discusses the potential of conversation analytical techniques as tools to study the complex phenomenon of conversation as the primary vehicle for human social action.\u0000Conclusion: Through the study of ‘first saying and second saying’ in aphasic conversation, this study contributes to our understanding of how persons with aphasia strategically employ their limited linguistic resources to negotiate meaning and social action.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Typical speakers use various explicit practices for selecting a next speaker in everyday conversations, but little is known about how explicit next speaker selection is accomplished by people with aphasia and their conversation partners, nor the effects of aphasia on this aspect of conversation. Method: This study explores explicit next speaker selection in Indonesian multiparty conversations involving people with aphasia. A total of 150 minutes of conversation were analyzed using conversation analysis, focusing on a set of 208 questions. Results: People with aphasia relied on gaze and tacit resources to select next speakers. They also failed to secure uptake of their questions despite successful selection. When they are selected as next speaker, people with aphasia also experienced difficulty participating effectively. Discussion and conclusion: Selecting people with aphasia as next speakers can cause their linguistic competence to be topicalized and may result in their failing to develop a fitted response to the question. The findings of the present study offer some potential new directions for measuring conversations involving people with aphasia.
{"title":"Aphasia and explicit next speaker selection","authors":"Fakry Hamdani, Scott Barnes","doi":"10.1558/jircd.20512","DOIUrl":"https://doi.org/10.1558/jircd.20512","url":null,"abstract":"Introduction: Typical speakers use various explicit practices for selecting a next speaker in everyday conversations, but little is known about how explicit next speaker selection is accomplished by people with aphasia and their conversation partners, nor the effects of aphasia on this aspect of conversation.\u0000Method: This study explores explicit next speaker selection in Indonesian multiparty conversations involving people with aphasia. A total of 150 minutes of conversation were analyzed using conversation analysis, focusing on a set of 208 questions.\u0000Results: People with aphasia relied on gaze and tacit resources to select next speakers. They also failed to secure uptake of their questions despite successful selection. When they are selected as next speaker, people with aphasia also experienced difficulty participating effectively.\u0000Discussion and conclusion: Selecting people with aphasia as next speakers can cause their linguistic competence to be topicalized and may result in their failing to develop a fitted response to the question. The findings of the present study offer some potential new directions for measuring conversations involving people with aphasia.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45472921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: When staff engage with service users who have a learning disability, much of the interaction is given over to requests, orders, and directives. In this article, we argue that the exact manner in which staff carry out instructions displays a notably distinct construction of the service user’s abilities and entitlements. Method: We analyze two examples using conversation analysis, the fine-grained inspection of spontaneous interaction. Results: In an episode from a supported residential setting, we see the care staff issue instructions which effectively treat the resident as unable to carry out a task independently (in spite of evidence to the contrary); while in a horticultural therapy setting, staff treat a service user faced with a similar task as being competent – but temporarily unwilling. Discussion and conclusion: These examples reveal, at the fine grain of conversational exchange, the practices used by staff to carry out the custodial requirements of residential care versus the objectives of engendering agency and self-confidence in a more therapeutic setting.
{"title":"Contrasting strategies for supporting service users in carrying out a routine task","authors":"C. Antaki, Charlotte Russell","doi":"10.1558/jircd.21241","DOIUrl":"https://doi.org/10.1558/jircd.21241","url":null,"abstract":"Background: When staff engage with service users who have a learning disability, much of the interaction is given over to requests, orders, and directives. In this article, we argue that the exact manner in which staff carry out instructions displays a notably distinct construction of the service user’s abilities and entitlements.\u0000Method: We analyze two examples using conversation analysis, the fine-grained inspection of spontaneous interaction.\u0000Results: In an episode from a supported residential setting, we see the care staff issue instructions which effectively treat the resident as unable to carry out a task independently (in spite of evidence to the contrary); while in a horticultural therapy setting, staff treat a service user faced with a similar task as being competent – but temporarily unwilling.\u0000Discussion and conclusion: These examples reveal, at the fine grain of conversational exchange, the practices used by staff to carry out the custodial requirements of residential care versus the objectives of engendering agency and self-confidence in a more therapeutic setting.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48918036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Topic perseveration is often considered to be an autistic trait observable in more verbally able individuals with autism. However, the phenomenon has been subject to little empirical research. The aim of the present article is to explore the organization of perseverative talk within the context of autistic storytellings. Method: A conversation analytic approach offers insights into the ways in which two adults with autism initiate, develop, and pursue storytellings in naturally occurring interactions. Moreover, the co-participants’ management of the apparently perseverative autistic talk is brought into focus. Results: The findings show that the two storytellings investigated here are successfully launched and initiated with a subtle sensitivity to the local environments of the ongoing interaction. Furthermore, the adults with autism develop and pursue their tellings with an orientation to the co-participants’ display of structural support of the storytelling activity (alignment). However, the autistic tellers pursue their stories despite recipients’ display of disinterest in their projects (disaffiliation). In both cases, story closure is initiated by the recipients, who treat the tellings as sequentially non-implicative actions. Discussion/conclusion: The findings propose that perseverative storytellings are locally and collaboratively managed social activities, developed on a turn-by-turn basis in natural interaction. The study argues that recipients’ feedback, both mid-telling and post-telling, contributes to the perseverative character of the tellings. This interpersonal approach to perseveration suggests that the most common intrapersonal conceptualizations of the phenomenon need to be refined to some extent.
{"title":"Perseverative storytelling in autism as an interactional phenomenon","authors":"Christina Emborg","doi":"10.1558/jircd.20431","DOIUrl":"https://doi.org/10.1558/jircd.20431","url":null,"abstract":"Background: Topic perseveration is often considered to be an autistic trait observable in more verbally able individuals with autism. However, the phenomenon has been subject to little empirical research. The aim of the present article is to explore the organization of perseverative talk within the context of autistic storytellings.\u0000Method: A conversation analytic approach offers insights into the ways in which two adults with autism initiate, develop, and pursue storytellings in naturally occurring interactions. Moreover, the co-participants’ management of the apparently perseverative autistic talk is brought into focus.\u0000Results: The findings show that the two storytellings investigated here are successfully launched and initiated with a subtle sensitivity to the local environments of the ongoing interaction. Furthermore, the adults with autism develop and pursue their tellings with an orientation to the co-participants’ display of structural support of the storytelling activity (alignment). However, the autistic tellers pursue their stories despite recipients’ display of disinterest in their projects (disaffiliation). In both cases, story closure is initiated by the recipients, who treat the tellings as sequentially non-implicative actions.\u0000Discussion/conclusion: The findings propose that perseverative storytellings are locally and collaboratively managed social activities, developed on a turn-by-turn basis in natural interaction. The study argues that recipients’ feedback, both mid-telling and post-telling, contributes to the perseverative character of the tellings. This interpersonal approach to perseveration suggests that the most common intrapersonal conceptualizations of the phenomenon need to be refined to some extent.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42415652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: This study aims to further the understanding of communication involving people with late-stage dementia by highlighting assisted eating as an interactive joint activity. Assisted eating is, on the surface, primarily a care activity with the purpose of feeding the assisted person and thereby facilitating nutritional uptake. Helping someone to eat requires, nevertheless, fine-grained communication and co-ordination of both attention and embodied actions. Method: Using video recordings where a person with late-stage dementia is provided with assistance to eat, we show how assisted eating is sequentially organized into smaller, local communicative projects, and how each project’s completion is contingent upon the temporal co-ordination of the participants’ attention and embodied actions. Results: The analysis shows how actions necessary to carry out the eating (e.g., manipulating the food, bringing the food to the mouth) are also inherently communicative and achieved through an embodied participation framework. Discussion/conclusion: Our findings show that while the caregiving staff perform most of the actions required in the assisted eating, the person with dementia is a central agent whose actions – displays of engagement and disengagement – are decisive for the progression of the eating activity and play central roles in the interactive achievement of the activity.
{"title":"Assisted eating as a communicative activity","authors":"Anna Ekström, A. Majlesi, L. Hydén","doi":"10.1558/jircd.21255","DOIUrl":"https://doi.org/10.1558/jircd.21255","url":null,"abstract":"Background: This study aims to further the understanding of communication involving people with late-stage dementia by highlighting assisted eating as an interactive joint activity. Assisted eating is, on the surface, primarily a care activity with the purpose of feeding the assisted person and thereby facilitating nutritional uptake. Helping someone to eat requires, nevertheless, fine-grained communication and co-ordination of both attention and embodied actions.\u0000Method: Using video recordings where a person with late-stage dementia is provided with assistance to eat, we show how assisted eating is sequentially organized into smaller, local communicative projects, and how each project’s completion is contingent upon the temporal co-ordination of the participants’ attention and embodied actions.\u0000Results: The analysis shows how actions necessary to carry out the eating (e.g., manipulating the food, bringing the food to the mouth) are also inherently communicative and achieved through an embodied participation framework.\u0000Discussion/conclusion: Our findings show that while the caregiving staff perform most of the actions required in the assisted eating, the person with dementia is a central agent whose actions – displays of engagement and disengagement – are decisive for the progression of the eating activity and play central roles in the interactive achievement of the activity.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46257008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jamie Maxwell, Ryan L. Nelson, Jack S. Damico, Christine Weill
Background: In the field of communication disorders, practitioners work regularly with school-age children with autism. Routinely, socialization issues impact literacy in this population and consequently become areas of clinical concern. This study addressed common themes from an inquiry into the socialization processes of school-age children with autism as they engaged in writing events as a sociocultural tool in clinical contexts. Method: A qualitative methodology was employed to investigate how three students with autism used writing as a sociocultural tool, and what opportunities the writing activities created for socialization over the course of one semester in a group intervention setting. Results: Three general patterns emerged that highlight the strategies employed by participants which demonstrated their use of writing for socialization, and the sociocultural opportunities the writing process provided. Discussion/conclusion: This study demonstrated that the context of the writing events, where the sociocultural nature of writing was appreciated and valued, created unique opportunities for the participants to engage, socialize, and essentially create a local peer culture.
{"title":"sociocultural nature of writing in children with autism","authors":"Jamie Maxwell, Ryan L. Nelson, Jack S. Damico, Christine Weill","doi":"10.1558/jircd.21244","DOIUrl":"https://doi.org/10.1558/jircd.21244","url":null,"abstract":"Background: In the field of communication disorders, practitioners work regularly with school-age children with autism. Routinely, socialization issues impact literacy in this population and consequently become areas of clinical concern. This study addressed common themes from an inquiry into the socialization processes of school-age children with autism as they engaged in writing events as a sociocultural tool in clinical contexts.\u0000Method: A qualitative methodology was employed to investigate how three students with autism used writing as a sociocultural tool, and what opportunities the writing activities created for socialization over the course of one semester in a group intervention setting.\u0000Results: Three general patterns emerged that highlight the strategies employed by participants which demonstrated their use of writing for socialization, and the sociocultural opportunities the writing process provided.\u0000Discussion/conclusion: This study demonstrated that the context of the writing events, where the sociocultural nature of writing was appreciated and valued, created unique opportunities for the participants to engage, socialize, and essentially create a local peer culture.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: This study draws on data from a community-based participatory action research project conducted to develop and evaluate a communication partner training program for supporting parents of children with complex communication needs in South India. Method: The article focuses on one participant with cerebral palsy and his mother. The participant child’s communicative participation and social interaction opportunities were enriched using a conversation book co-constructed by him, his mother, and the trainer-researcher speech-language pathologist during the training program. Data were collected throughout the action research project, including interviews, group meetings, observations, and a trainer-researcher journal. Results and discussion: Applied thematic analysis was employed to analyze the longitudinal data, in order to highlight the changes in the participant child’s social interaction and communicative participation. By describing the process of developing the conversation book as a means of increasing communication and social interaction opportunities for the child, our data illustrate how personalized low-tech augmentative and alternative communication options can be a way to improve social participation for children with disabilities in culturally diverse and low resource contexts, where stigma toward disability provides significant obstacles to social inclusion.
{"title":"Conversation books for improving social interaction and social acceptance of children with complex communication needs in India","authors":"Monica Kaniamattam, Judith Oxley","doi":"10.1558/jircd.21070","DOIUrl":"https://doi.org/10.1558/jircd.21070","url":null,"abstract":"Introduction: This study draws on data from a community-based participatory action research project conducted to develop and evaluate a communication partner training program for supporting parents of children with complex communication needs in South India.\u0000Method: The article focuses on one participant with cerebral palsy and his mother. The participant child’s communicative participation and social interaction opportunities were enriched using a conversation book co-constructed by him, his mother, and the trainer-researcher speech-language pathologist during the training program. Data were collected throughout the action research project, including interviews, group meetings, observations, and a trainer-researcher journal.\u0000Results and discussion: Applied thematic analysis was employed to analyze the longitudinal data, in order to highlight the changes in the participant child’s social interaction and communicative participation. By describing the process of developing the conversation book as a means of increasing communication and social interaction opportunities for the child, our data illustrate how personalized low-tech augmentative and alternative communication options can be a way to improve social participation for children with disabilities in culturally diverse and low resource contexts, where stigma toward disability provides significant obstacles to social inclusion.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46318601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Clark, Laura Arrington, Ryan L. Nelson, Holly L. Damico, Jack S. Damico
Objective: Parent–child reminiscing is known to be facilitative of a child’s cognitive and language development. However, little research exists examining the reminiscing of preschoolers with language disorders. This article examines the interactional and symbolic challenges that parents and children with language disorders face during reminiscing. Method: Two small groups of parent–child participants – one including children with a diagnosed disorder impacting language function and one with typically developing children – were recruited. Reminiscing conversations were elicited, and qualitative methods of analysis were employed to describe patterns of interaction related to the accomplishing of mutual orientation. Results: Reminiscing interactions are framed as occurring in negotiations between topics and in negotiations within a topic. Parents and their children with language disorders faced greater challenges in aligning expectations and mutually orienting to shared understandings of past experiences. Understanding the mechanisms underlying these challenges can support parents in reminiscing and in recognizing learning opportunities.
{"title":"Orienting to shared memories and the reminiscing of parents and their children with language disorders","authors":"C. Clark, Laura Arrington, Ryan L. Nelson, Holly L. Damico, Jack S. Damico","doi":"10.1558/jircd.21139","DOIUrl":"https://doi.org/10.1558/jircd.21139","url":null,"abstract":"Objective: Parent–child reminiscing is known to be facilitative of a child’s cognitive and language development. However, little research exists examining the reminiscing of preschoolers with language disorders. This article examines the interactional and symbolic challenges that parents and children with language disorders face during reminiscing.\u0000Method: Two small groups of parent–child participants – one including children with a diagnosed disorder impacting language function and one with typically developing children – were recruited. Reminiscing conversations were elicited, and qualitative methods of analysis were employed to describe patterns of interaction related to the accomplishing of mutual orientation.\u0000Results: Reminiscing interactions are framed as occurring in negotiations between topics and in negotiations within a topic. Parents and their children with language disorders faced greater challenges in aligning expectations and mutually orienting to shared understandings of past experiences. Understanding the mechanisms underlying these challenges can support parents in reminiscing and in recognizing learning opportunities.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41688680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Understanding the strategies children use to negotiate interactional breakdowns is important, as it can help clinicians to recognize, orient, and mediate the breakdowns collaboratively with the child, in order to re-establish intersubjectivity. In previous clinical and research contexts, one participant we observed evidenced many behaviors initially coded as ‘avoidance’ or ‘failure to maintain topic’ or as problematic in some way. These behaviors often contained specific linguistic devices (e.g., ‘hmmm,’ ‘bu:t,’ and ‘well’). The functions of well as a discourse marker have been documented extensively by conversation analysts in neurotypical populations (e.g., Heritage, 2015; Kovarsky, 1990; Pomerantz, 1984; Schegloff and Lerner, 2009; Schiffrin, 1987). This study employs principles of conversation analysis (CA) to investigate the function of well in the clinical contexts observed. Method: Interactional analysis, a hybrid approach to CA, was employed to investigate one child’s use of well in writing interactions. Data were collected over the course of one semester. Three sessions were chosen for analysis, transcribed, and analyzed for instances of well. Each occurrence was analyzed and coded individually. Thematic analysis followed, in order to arrive at an overall understanding of how the participant employed well interactionally. Results: Well in turn-initial places occurred 40 times across the three sessions. These instances could be organized into four different themes of use: issue with question posed; response may not meet listener expectations; difficulty formulating response; and loss of intersubjectivity. Discussion/conclusion: This analysis highlights how the participant’s use of well in the interactions analyzed was meaningful. Turns prefaced by well signaled breakdowns in intersubjectivity, a need for conversational support, disagreement, issues with the previous speaker’s turn, or a warning/acknowledgement that the response might be different than the listener’s expectation. Clinical and research implications are explored.
{"title":"Investigating the interactional significance of the use of well by a child with ASD during writing interactions","authors":"Jamie Maxwell, Jack S. Damico","doi":"10.1558/jircd.21245","DOIUrl":"https://doi.org/10.1558/jircd.21245","url":null,"abstract":"Background: Understanding the strategies children use to negotiate interactional breakdowns is important, as it can help clinicians to recognize, orient, and mediate the breakdowns collaboratively with the child, in order to re-establish intersubjectivity. In previous clinical and research contexts, one participant we observed evidenced many behaviors initially coded as ‘avoidance’ or ‘failure to maintain topic’ or as problematic in some way. These behaviors often contained specific linguistic devices (e.g., ‘hmmm,’ ‘bu:t,’ and ‘well’). The functions of well as a discourse marker have been documented extensively by conversation analysts in neurotypical populations (e.g., Heritage, 2015; Kovarsky, 1990; Pomerantz, 1984; Schegloff and Lerner, 2009; Schiffrin, 1987). This study employs principles of conversation analysis (CA) to investigate the function of well in the clinical contexts observed. Method: Interactional analysis, a hybrid approach to CA, was employed to investigate one child’s use of well in writing interactions. Data were collected over the course of one semester. Three sessions were chosen for analysis, transcribed, and analyzed for instances of well. Each occurrence was analyzed and coded individually. Thematic analysis followed, in order to arrive at an overall understanding of how the participant employed well interactionally. Results: Well in turn-initial places occurred 40 times across the three sessions. These instances could be organized into four different themes of use: issue with question posed; response may not meet listener expectations; difficulty formulating response; and loss of intersubjectivity. Discussion/conclusion: This analysis highlights how the participant’s use of well in the interactions analyzed was meaningful. Turns prefaced by well signaled breakdowns in intersubjectivity, a need for conversational support, disagreement, issues with the previous speaker’s turn, or a warning/acknowledgement that the response might be different than the listener’s expectation. Clinical and research implications are explored.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42796700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: This conceptual article outlines the sociopsychological cost that speakers of African American English (AAE) may incur when having to use the Standard dialect of American English (SAE) in academic and professional settings. Its goal is to detail the challenges to speakers’ self-concept resulting from this cost, to outline how clinical work may be affected by it, and to issue a call of action to qualitative researchers in the field of communication sciences and disorders. It will be argued that a symbolic interactionist account of identity, informed by qualitative research data, can guide clinicians into action regarding therapy and advocacy. Methods: A contrastive definition of code-switching versus code-mixing/code-meshing or translanguaging will be provided. Existing research, cultural artifacts, and personal accounts will be used to illustrate the sociopsychological cost of code-switching, and the ways in which it can have important impacts on individuals’ self-concept and their attitude toward learning. In order to conceptualize these dynamics in interactional terms, Mead’s model of the self will be deployed. Results: It can be expected that a sizable portion of African American children and adolescents incur sociopsychological cost when faced with the expectation to code-switch from AAE to SAE at school. This cost can be explained using a Meadian model of identity. Little research has explored this cost, the interactional dynamics in which it is incurred, or its impact on speech-language therapy. Summary and conclusion: Speech-language pathologists’ scope of practice includes therapeutic work with students who speak AAE, as well as advocacy for all students, disordered or not, who are faced with the cost of this particular type of code-switching. Qualitative research in the field of communication sciences and disorders is uniquely well suited to illuminate the precise form of the interactional dynamics in question, and to develop ways of addressing them in clinical and advocacy work. Such research should employ a symbolic interactionist model of identity that is not tied to psychological assumptions, but which can be derived entirely from empirical observations.
{"title":"sociopsychological cost of AAE-to-SAE code-switching","authors":"T. Kroll, Christopher Townsend","doi":"10.1558/jircd.21167","DOIUrl":"https://doi.org/10.1558/jircd.21167","url":null,"abstract":"Objective: This conceptual article outlines the sociopsychological cost that speakers of African American English (AAE) may incur when having to use the Standard dialect of American English (SAE) in academic and professional settings. Its goal is to detail the challenges to speakers’ self-concept resulting from this cost, to outline how clinical work may be affected by it, and to issue a call of action to qualitative researchers in the field of communication sciences and disorders. It will be argued that a symbolic interactionist account of identity, informed by qualitative research data, can guide clinicians into action regarding therapy and advocacy.\u0000Methods: A contrastive definition of code-switching versus code-mixing/code-meshing or translanguaging will be provided. Existing research, cultural artifacts, and personal accounts will be used to illustrate the sociopsychological cost of code-switching, and the ways in which it can have important impacts on individuals’ self-concept and their attitude toward learning. In order to conceptualize these dynamics in interactional terms, Mead’s model of the self will be deployed.\u0000Results: It can be expected that a sizable portion of African American children and adolescents incur sociopsychological cost when faced with the expectation to code-switch from AAE to SAE at school. This cost can be explained using a Meadian model of identity. Little research has explored this cost, the interactional dynamics in which it is incurred, or its impact on speech-language therapy.\u0000Summary and conclusion: Speech-language pathologists’ scope of practice includes therapeutic work with students who speak AAE, as well as advocacy for all students, disordered or not, who are faced with the cost of this particular type of code-switching. Qualitative research in the field of communication sciences and disorders is uniquely well suited to illuminate the precise form of the interactional dynamics in question, and to develop ways of addressing them in clinical and advocacy work. Such research should employ a symbolic interactionist model of identity that is not tied to psychological assumptions, but which can be derived entirely from empirical observations.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45400712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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