Radford, JA; Mahon, M; (2010) Multimodal participation in storybook sharing. In: Gardner, H and Forrester, M, (eds.) Analysing Interactions in Childhood: Insights from Conversation Analysis. (pp. 209-226). John Wiley and Sons: London, UK.

Text Radford & Mahon Storybook Interactions AUTHOR.pdf - Accepted Version Access restricted to UCL open access staff Download (357kB)

Abstract

The data discussed in this chapter involves the early classroom experiences of children with language learning needs. We include children with specific speech and language difficulties (SSLD) (Dockrell et al 2006). We also include deaf children from hearing families who are being educated in a natural oral environment (using hearing aids or cochlear implants). Our main research interest concerns how such children are provided with opportunities for language learning through discourse with their teacher (a familiar adult), the ways in which they demonstrate uptake of these opportunities and the role of non-verbal resources of gaze and gesture in such discourse. Although sharing a storybook is a frequently used context for language learning with all young children, rarely has the discourse been examined from a multi-modal perspective. In particular, in this chapter we intend to explore how the child’s use of speech, gesture and gaze is coordinated with the adult’s verbal and non-verbal resources. As we hope to demonstrate through conversation analysis, the nature and timing of manual gestures and gaze have significant implications for the child’s interactional competencies.

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