Common ground in AAC: how children who use AAC and teaching staff shape interaction in the multimodal classroom
Common ground in AAC: how children who use AAC and teaching staff shape interaction in the multimodal classroom
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AAC 的共同点：使用 AAC 的孩子和教学人员如何在多模式课堂中塑造互动
DOI：
10.1080/07434618.2023.2283853
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发表时间：
2023
影响因子：
2
通讯作者：
Ibrahim S
中科院分区：
文献类型：
--
作者：
Ibrahim S
使用辅助和替代性交流（AAC）的儿童是多模式交流者。然而，在涉及儿童和工作人员的课堂互动中，通过参加儿童的独立AAC来实现相互理解和完成任务导向的目标可能具有挑战性。本研究借鉴了6-9岁的儿童谁使用AAC的课堂互动的视频记录的摘录，探讨三个孩子的参与者如何使用的多模态资源的范围内提供给他们-声乐，基于运动，手势，技术，时间-形状（在某种程度上，共同控制）课堂互动。我们的研究关注的是在建立共同点和实现儿童主体意识方面的成就和问题。通过详细的多模态分析，本文呈现了不同类型的做法，拒绝澄清的要求，吸引新的当事人进入对话，破坏全班教师的谈话，通过在研究中的儿童表达自己的说服力的方式。它的结论表明，多模态帐户描绘了一个更微妙的画面，儿童的足智多谋和会话的不对称，突出儿童的机构中的材料，符号和制度的限制。
Children who use augmentative and alternative communication (AAC) are multimodal communicators. However, in classroom interactions involving children and staff, achieving mutual understanding and accomplishing task-oriented goals by attending to the child’s unaided AAC can be challenging. This study draws on excerpts of video recordings of interactions in a classroom for 6–9-year-old children who used AAC to explore how three child participants used the range of multimodal resources available to them – vocal, movement-based, and gestural, technological, temporal – to shape (and to some degree, co-control) classroom interactions. Our research was concerned with examining achievements and problems in establishing a sense of common ground and the realization of child agency. Through detailed multimodal analysis, this paper renders visible different types of practices rejecting a request for clarification, drawing new parties into a conversation, disrupting whole-class teacher talk-through which the children in the study voiced themselves in persuasive ways. It concludes by suggesting that multimodal accounts paint a more nuanced picture of children’s resourcefulness and conversational asymmetry that highlights children’s agency amidst material, semiotic, and institutional constraints.