Salmenlinna-Laakso2020

From emcawiki
Jump to: navigation, search
Salmenlinna-Laakso2020
BibType ARTICLE
Key Salmenlinna-Laakso2020
Author(s) Inkeri Salmenlinna, Minna Laakso
Title Other-initiations of repair by children with developmental language disorder in speech-language therapy and non-institutional play
Editor(s)
Tag(s) EMCA, Developmental language disorder, OIR, Repair, Repair initiation, Candidate understanding, Speech language therapy
Publisher
Year 2020
Language English
City
Month
Journal Clinical Linguistics & Phonetics
Volume 34
Number 10-11
Pages 894–909
URL Link
DOI 10.1080/02699206.2020.1734863
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

This study explores the use of other-initiations of repair by children with developmental language disorder (DLD). The data are children’s video-recorded language assessment sessions, speech-language therapy sessions and two kinds of non-institutional play sessions, parent–child and peer play. The videotapes were transcribed following CA conventions focusing on speech and relevant embodied actions. Other-initiations of repair were identified, collected and analyzed. The analysis focuses on open requests and candidate understandings which were the two most common types of other-initiation of repair in the data. The types of other-initiation of repair were similar to those found in adult interactions and by neurotypical children. Repair sequences were regularly short consisting only of three turns. Other-initiations of repair typically emerged in certain contexts: open requests were regularly used after sudden topical shifts, child’s inattention, or long and complex setting of language tasks in assessment and therapy, whereas candidate understandings were mostly used for confirming the children’s inferences of the meaning of unclear references or wider semantic content in free conversation. This indicates that the local sequential context influences the types of problems the children with DLD encounter, and the types of problems determine how the children other-initiate repair to solve these problems. Thus, the sequential context should be considered in a detailed manner when assessing children’s communication skills and studying other-initiations of repair.

Notes