创造意义和共同创造:重新定义与黑人,残疾,AAE语言儿童的有效沟通
1Department of Speech, Language, and Hearing Sciences, University of Texas at Austin, Austin, Texas.
Seminars in speech and language
|July 14, 2025
概括
这项研究探讨了说非洲裔美国人英语 (AAE) 的黑人学前儿童如何使用沟通修复和谈判. 调查结果突出了他们在实现连接方面发挥的作用,挑战了临床沟通规范.
科学领域:
- 关于残疾人的研究.
- 语言学的语言学.
- 幼儿教育 儿童早期教育
背景情况:
- 障碍的社会模式在肯定黑人,残疾的非裔美国人英语 (AAE) 讲学前儿童的沟通方面存在局限性.
- 有效沟通的临床方法往往忽视了多种边缘化的儿童独特的语言习惯.
研究的目的:
- 应用黑人残疾政治方法来理解黑人,残疾人,以AAE语言的学龄前儿童之间的沟通.
- 探索修复和谈判的策略,重新定义有效的沟通,超越临床框架.
- 肯定来自边缘化背景的残疾儿童的代理和沟通实践.
主要方法:
- 从两个黑人,残疾的AAE说话的4岁儿童的游戏样本进行定性分析.
- 检查用于实现沟通目标和建立联系的修复和谈判策略.
主要成果:
- 孩子们利用了各种修复和谈判策略 (例如,要求修复,自我修复,共同构建意义).
- 这些策略往往落在有效沟通的传统临床定义之外.
- 孩子们表现出对共同的互动目标和联系的意识和参与.
结论:
- 黑人,残疾人 AAE-speaking 学前儿童积极使用复杂的沟通策略.
- 集中这些孩子的语言实践可以扩大临床方法,并肯定他们的代理.
- 重新思考"有效沟通"对于支持多次边缘化的残疾儿童至关重要.
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