Word searches: on the use of verbal and non-verbal resources during classroom talk

Word finding difficulties in children are typically characterised by search behaviours such as silence, circumlocution, repetition and empty words. Yet, how children’s word searches are constructed (including gesture, gaze and prosody) and the actions accomplished during interaction have not yet been researched. In this study, eightyear- old Ciara is interacting with her teacher in the classroom. 37 segments containing word searches were analysed according to the procedures used by conversation analysts. Ciara’s interactional resources include co-ordinated deployment of syntax, pitch height and downward gaze during solitary searching that assist the enterprise of self-repair. Gaze shift towards the teacher signals a transition relevance place, thus constituting a direct invitation for her to participate in the search. Ciara’s interactional resources include semantic category labelling, phonological self-cuing and pronominal substitution that supply valuable linguistic information to the teacher and trigger production of the searched-for item. Recommendations for language teaching and therapy are presented

The management of conversational topic by a ten year old child with pragmatic difficulties

A case study is presented of a ten year old child described as having 'pragmatic difficulties', for the initiation and management of conversational topic. Video-recorded naturallyoccurring conversations between the child and his peers at school are subjected to a detailed sequential analysis, drawing on some of the insights gained into the collaborative management of topic by researchers working in the tradition of conversation analysis (Button and Casey 1984, 1985). We find that our subject uses some helpful devices to generate and manage conversational topics but has difficulty collaborating with his conversational partners. We consider some of the different ways in which social-cognitive abilities are implicated in alternative courses of action available for the initiation and management of topic, and find that our subject's behaviours support the suggestion of Bishop (1997) that a difficulty in the development of social cognition underlies the interactional problems experienced by children with pragmatic language impairment. Consideration is given to ways in which the child's conversational behaviours are subject to influence from the styles of talk he is exposed to in interactions with adults in the language unit setting in which he spends much of his time

Adult participation in children’s word searches: on the use of prompting, hinting, and supplying a model

Although word searching in children is very common, very little is known about how adults support children in the turns following the child’s search behaviours, an important topic because of the social, educational and clinical implications. This study characterises, in detail, teachers’ use of prompting, hinting and supplying a model. From a classroom dataset of 53 instances, several distinctive patterns emerged. A prompted completion sequence is initiated by a ‘word retrieval elicitor’ (‘fishing’) and is interpreted as a request to complete the phrase. Non-verbal prompting is accomplished through a combination of gaze and gesture and, also, as a series of prompts. Hinting supplies a verbal clue, typically via a wh-question, or by specifying the nature of the repairable. In contrast, the strategies that supply a linguistic model include both embedded and exposed corrections and offers of candidates. A sequential relationship was found between prompting, hinting and supplying a model which has implications for how clinicians and teachers can foster self-repair

How do teachers manage topic and repair?

A case study is presented of a ten-year-old child described as having comprehension difficulties, in conversation with a specialist teacher, a mainstream teacher and a peer. Tape recordings of social talk between the child and the adults and peer were made in the school setting. The data are subjected to detailed sequential analysis, drawing on some of the insights gained into the management of topic and repair by researchers working in the tradition of conversation analysis. We find that both our subject’s specialist teacher and the mainstream peer use some helpful devices to extend the topical material produced by the child and to repair ‘troubles’ in the conversation. We consider the language learning potential of these turns and the implications for classroom teachers working with children with language needs

Opening up and closing down : how teachers and TAs manage turn-taking, topic and repair in mathematics lessons

Support for children with special educational needs in inclusive classrooms is increasingly provided by teaching assistants (TAs). They often have a direct pedagogical role, taking responsibility for instruction in mathematics. The quality of TAs' oral skills is crucial for learning but has rarely been researched. Using conversation analysis, this study compares teacher and TA talk in terms of turn allocation, topic generation and repair. From 130 recordings, transcripts of mathematics teaching in four lessons were analysed in depth. We found that teachers open up students whilst TAs close down the talk. Teachers, with whole classes, adopt inclusive teaching strategies to ensure oral participation whereas TAs, working with individuals, emphasise task completion. Teachers use open strategies for topic generation whilst TAs ask closed questions. Teachers withhold correction with prompts and hints whilst TAs supply answers. The findings are interpreted with reference to the TA role and implications for management and training

Secondary SENCo leadership: a universal or specialist role?

In this qualitative study, James Oldham, assistant head of the Inclusion Advisory Service, Cambridge Education, and Julie Radford, senior lecturer in Special and Inclusive Education at the Institute of Education, University of London, investigate the tension in the role of mainstream secondary school SENCos. A review of legislation and literature concerning SENCo leadership has suggested that divergent forces are acting on the role, and in-depth interviews with SENCos in two local authorities were undertaken to gather data on this. It was found that SENCos consider leadership to be highly relevant to their role for reasons dominated by the team that they lead and the influence of more senior staff. Combined with little influence at a whole-school, universal level, it is suggested that this finding is evidence of divergent forces in operation. The distribution of leadership in schools and pressures regarding the achievement of pupils with special educational needs are proposed as causes and this is presented in a model. Potential problems emanating from this tension are explored and solutions are proposed for future consideration in theory and policy

Vocational rehabilitation following traumatic brain injury: what is the evidence for clinical practice?

Traumatic brain injury (TBI) typically affects young adults with potentially many years of working life ahead of them. For people who were in work prior to their injury, return to work (RTW) is a common goal. However, a systematic review of RTW rates for people with TBI who were in work prior to their injury found that approximately 41% were in work at one and two years post TBI [1]. Since TBI is a leading cause of morbidity worldwide in young adults [2], this discrepancy between what people with TBI want and what they achieve is important. The question is does the research evidence inform clinicians how to help a person with TBI return to work