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Language Learning, Recasts, and Interaction Involving AAC: Background and Potential for Intervention

Clarke, MT; Soto, G; Nelson, KE; (2017) Language Learning, Recasts, and Interaction Involving AAC: Background and Potential for Intervention. Augmentative and Alternative Communication , 33 (1) pp. 42-50. 10.1080/07434618.2016.1278130. Green open access

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Abstract

For children with typical development, language is learned through everyday discursive interaction. Adults mediate child participation in such interactions through the deployment of a range of co-constructive strategies, including repeating, questioning, prompting, expanding, and reformulating the child’s utterances. Adult reformulations of child utterances, also known as recasts, have also been shown to relate to the acquisition of linguistic structures in children with language and learning disabilities and children and adults learning a foreign language. In this paper we discuss the theoretical basis and empirical evidence for the use of different types of recasts as a major language learning catalyst, and what may account for their facilitative effects. We consider the occurrence of different types of recasts in AAC-mediated interactions and their potential for language facilitation, within the typical operational and linguistic constraints of such interactions. We also consider the benefit of explicit and corrective forms of recasts for language facilitation in conversations with children who rely on AAC. We conclude by outlining future research directions.

Type: Article
Title: Language Learning, Recasts, and Interaction Involving AAC: Background and Potential for Intervention
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/07434618.2016.1278130
Publisher version: http://dx.doi.org/10.1080/07434618.2016.1278130
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Augmentative and Alternative Communication, Children, Language, Intervention
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
URI: http://discovery.ucl.ac.uk/id/eprint/1531998
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