Difference between revisions of "Klein2021"
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|Author(s)=Wendy Klein | |Author(s)=Wendy Klein | ||
|Title=Managing trouble spots in conversation: Other-initiated repair elicitations produced by a bilingual youth with autism | |Title=Managing trouble spots in conversation: Other-initiated repair elicitations produced by a bilingual youth with autism | ||
| − | |Tag(s)=EMCA; Bilingualism; Other-initiated repair; Family interaction; Autism; Alignment | + | |Tag(s)=EMCA; Bilingualism; Other-initiated repair; Family interaction; Autism; Alignment |
| − | |Key= | + | |Key=Klein2021 |
| − | |Year= | + | |Year=2021 |
|Language=English | |Language=English | ||
|Journal=Pragmatics | |Journal=Pragmatics | ||
| + | |Volume=31 | ||
| + | |Number=2 | ||
| + | |Pages=225–249 | ||
|URL=https://www.jbe-platform.com/content/journals/10.1075/prag.19042.kle | |URL=https://www.jbe-platform.com/content/journals/10.1075/prag.19042.kle | ||
| − | |DOI= | + | |DOI=10.1075/prag.19042.kle |
|Abstract=This study examines other-initiated repair sequences in everyday conversations between a bilingual youth with autism and his family members. The analysis is centered on the types of repair initiators produced by the youth, the targets of his repair elicitations, and his family members’ subsequent actions. Findings include two dominant patterns in the data that indicate marked differences in the ways the youth’s parents interact with him. The discussion highlights the youth’s ability to shift the participation framework to facilitate his understanding of a previous utterance; the analysis also reveals the strategies employed by some of his family members to encourage interactional progressivity. The concluding section addresses implications of the study for understanding how bilingual youth with autism target trouble sources, enact alignment, and draw from their bilingual proficiencies in everyday conversations. | |Abstract=This study examines other-initiated repair sequences in everyday conversations between a bilingual youth with autism and his family members. The analysis is centered on the types of repair initiators produced by the youth, the targets of his repair elicitations, and his family members’ subsequent actions. Findings include two dominant patterns in the data that indicate marked differences in the ways the youth’s parents interact with him. The discussion highlights the youth’s ability to shift the participation framework to facilitate his understanding of a previous utterance; the analysis also reveals the strategies employed by some of his family members to encourage interactional progressivity. The concluding section addresses implications of the study for understanding how bilingual youth with autism target trouble sources, enact alignment, and draw from their bilingual proficiencies in everyday conversations. | ||
}} | }} | ||
Latest revision as of 09:49, 16 June 2021
| Klein2021 | |
|---|---|
| BibType | ARTICLE |
| Key | Klein2021 |
| Author(s) | Wendy Klein |
| Title | Managing trouble spots in conversation: Other-initiated repair elicitations produced by a bilingual youth with autism |
| Editor(s) | |
| Tag(s) | EMCA, Bilingualism, Other-initiated repair, Family interaction, Autism, Alignment |
| Publisher | |
| Year | 2021 |
| Language | English |
| City | |
| Month | |
| Journal | Pragmatics |
| Volume | 31 |
| Number | 2 |
| Pages | 225–249 |
| URL | Link |
| DOI | 10.1075/prag.19042.kle |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study examines other-initiated repair sequences in everyday conversations between a bilingual youth with autism and his family members. The analysis is centered on the types of repair initiators produced by the youth, the targets of his repair elicitations, and his family members’ subsequent actions. Findings include two dominant patterns in the data that indicate marked differences in the ways the youth’s parents interact with him. The discussion highlights the youth’s ability to shift the participation framework to facilitate his understanding of a previous utterance; the analysis also reveals the strategies employed by some of his family members to encourage interactional progressivity. The concluding section addresses implications of the study for understanding how bilingual youth with autism target trouble sources, enact alignment, and draw from their bilingual proficiencies in everyday conversations.
Notes
