Adult Communicative Styles
Content
Adult Communicative Styles and children¶s language
Caroline Bowen PhD
Speech-Language Pathologist
these slides are about Language teachers¶ communicative styles The terms µteaching¶ and µteacher¶ are used here in their broadest senses. For a child learning language, parents, pre-school teachers, speech-language pathologists and other adults (and even older children) are all µteachers¶.
µcommunicative style¶ The term µcommunicative style¶ refers to the way adults (or µlanguage teachers¶) engage children in conversation « « the language they use and the way they ask questions.
reticent children Children with communication impairments are often quite talkative at home and with their speech-language pathologists. These same children may say very little, or nothing at all, at daycare, pre-school school, when ³out´, etc. Think about the points raised in this presentation in relation to helping reticent children to be more ³forthcoming´ conversationally.
intended audience These slides are for parents and caregivers of children with speech sound disorders including: functional speech disorders developmental phonological disorders developmental apraxia of speech
language learning All children are language learners. Part of their speech and language development is innate. Part of it is learned through the modelling of people around them. Parents are young children¶s main speech and language teachers.
researchers have investigated teachers¶ communicative style looking at: 1. The way adults talk to children, or, in other words, the adults¶ communicative styles. 2. The immediate effect of the various µstyles¶ on children¶s communication.
the adult communicative styles investigated were:
1) 2) 3) 4) 5)
Enforced repetitions Two-choice questions µWh²¶ type questions Personal contributions Phatics
1. enforced repetitions In this µstyle¶: The adult asks the child to repeat what the adult says.
enforced repetitions A = Adult C = Child A: C: A: C: A: What are you doing? Painting. Say µPainting a house¶. Painting a house. Good girl. Good talking.
bad news! the researchers found«
the effect of enforced repetitions on communication
1.
2.
Enforced repetitions do not increase the child¶s mean length of conversational µturn¶. Children are not able to imitate structures more complex than their spontaneous utterances.
2. two-choice questions twoIn this µstyle¶: The adult asks a child a question that offers two choices: To say yes / no To say a word or phrase
twotwo-choice questions A = Adult C = Child A: Is that a red pen? C: No. A: That¶s right, it¶s a blue pen.
twotwo-choice questions A = Adult C = Child A: Is that a red pen or a blue pen? C: A blue pen. A: Yes, that¶s right, it is a blue pen.
bad news and not such bad news: the researchers found«
the effect on communication of twotwochoice questions
1.
2.
Children¶s verbal responses are shorter than with any of the other styles. Children tend to give single-word responses or non-verbal responses.
twotwo-choice questions
It
is difficult for a µteacher¶ to know if the child understands 2-choice questions. After all, there is a 50% chance of the child answering correctly. Children can become very passive, leaving all of the responsibility for communication with the adult.
twotwo-choice questions
Can
be useful to help a child expand a theme.
3. ³Wh²´ type questions ³Wh² In this µstyle¶: The adult asks the child a question containing a µWh²¶ question word: why, what, where, when, who, whose, which.
³Wh² ³Wh²´ type questions A = Adult C = Child A: C: A: C: S: C: Where¶s the truck? [POINTS] And who¶s on the truck? Spot. What¶s Spot doing? Driving it.
not such bad news and good news: the researchers found«
the effect on communication of µWh² µWh²¶ type questions
1.
2.
In excess, µWh²¶ questions are likely to inhibit children from playing an active role in conversation. µWh²¶ questions are only likely to receive an appropriate response if the child understands the question.
Wh² Wh²¶ type questions
Can
be useful for monitoring comprehension. This style leads to the highest incidence of µrepair¶.
4. personal contributions In this µstyle¶: The adult avoids asking questions and chooses topics of interest to the particular child. The topic choice is child-led if possible.
personal contributions A = Adult C = Child A: I went to the Great Australian Muster in the holidays C: Me too! A: I though it was great. C: But too noisy. Dad said it was too noisy.
personal contributions A = Adult C = Child A: Your dad though it was noisy? I think he¶s right! C: Mummy said it was noisy too. Not me. I like it. A: Noise doesn¶t bother you? C: No, not never!
good news! the researchers found«
the effect on communication of personal contributions
Children
initiate more conversational
turns. Children initiate more conversational topics. Children are more talkative. Some children say more in this style than in the phatic style.
personal contributions
There
can be µuncomfortable silences¶ when using this style. Children and teachers can get over their µfear of silence¶!
personal contributions Children are afforded more time to think about what they want to communicate, and to plan how to do it, with this style.
5. phatics In this µstyle¶: The adult tries to say nothing with any µcontent¶ apart from acknowledging the child¶s contribution Questions are avoided. Topics are initiated by the child.
phatics A = Adult C = Child A: That looks good. C: It¶s going up high. A: True. C: High up to the sky. A: Uh-huh C: Maybe it might fall down. Crash! A: It might! It¶s very high!
very good news! the researchers found«
the effect on communication of phatics
1. 2.
The increase in MLUm can be dramatic with this style. Children may begin to tell stories. MLUm = the child¶s mean length of utterance measured in morphemes (units of meaning)
phatics
It
is often difficult to follow what children are communicating because they rely on gesture, mime and actions, and they leap from one topic to another!
references Dillon, J.T. (1982). The multidisciplinary study of questioning. Journal of Educational Psychology 74, 2, 147-165 Wood, D., Wood, H., Griffiths, A. and Howarth, I. (1986). Teaching and talking with deaf children. Chichester: Wiley
summary
Enforced repetitions Two-choice questions µWh²¶ type questions Personal contributions Phatics
Caroline Bowen PhD Speech Pathology Practice 9 Hillcrest Rd, Wentworth Falls, 2782 Rd, Phone 61 2 4757 1136 Internet www.speech-language-therapy.com e-mail [email protected]
Caroline Bowen PhD
Speech-Language Pathologist
these slides are about Language teachers¶ communicative styles The terms µteaching¶ and µteacher¶ are used here in their broadest senses. For a child learning language, parents, pre-school teachers, speech-language pathologists and other adults (and even older children) are all µteachers¶.
µcommunicative style¶ The term µcommunicative style¶ refers to the way adults (or µlanguage teachers¶) engage children in conversation « « the language they use and the way they ask questions.
reticent children Children with communication impairments are often quite talkative at home and with their speech-language pathologists. These same children may say very little, or nothing at all, at daycare, pre-school school, when ³out´, etc. Think about the points raised in this presentation in relation to helping reticent children to be more ³forthcoming´ conversationally.
intended audience These slides are for parents and caregivers of children with speech sound disorders including: functional speech disorders developmental phonological disorders developmental apraxia of speech
language learning All children are language learners. Part of their speech and language development is innate. Part of it is learned through the modelling of people around them. Parents are young children¶s main speech and language teachers.
researchers have investigated teachers¶ communicative style looking at: 1. The way adults talk to children, or, in other words, the adults¶ communicative styles. 2. The immediate effect of the various µstyles¶ on children¶s communication.
the adult communicative styles investigated were:
1) 2) 3) 4) 5)
Enforced repetitions Two-choice questions µWh²¶ type questions Personal contributions Phatics
1. enforced repetitions In this µstyle¶: The adult asks the child to repeat what the adult says.
enforced repetitions A = Adult C = Child A: C: A: C: A: What are you doing? Painting. Say µPainting a house¶. Painting a house. Good girl. Good talking.
bad news! the researchers found«
the effect of enforced repetitions on communication
1.
2.
Enforced repetitions do not increase the child¶s mean length of conversational µturn¶. Children are not able to imitate structures more complex than their spontaneous utterances.
2. two-choice questions twoIn this µstyle¶: The adult asks a child a question that offers two choices: To say yes / no To say a word or phrase
twotwo-choice questions A = Adult C = Child A: Is that a red pen? C: No. A: That¶s right, it¶s a blue pen.
twotwo-choice questions A = Adult C = Child A: Is that a red pen or a blue pen? C: A blue pen. A: Yes, that¶s right, it is a blue pen.
bad news and not such bad news: the researchers found«
the effect on communication of twotwochoice questions
1.
2.
Children¶s verbal responses are shorter than with any of the other styles. Children tend to give single-word responses or non-verbal responses.
twotwo-choice questions
It
is difficult for a µteacher¶ to know if the child understands 2-choice questions. After all, there is a 50% chance of the child answering correctly. Children can become very passive, leaving all of the responsibility for communication with the adult.
twotwo-choice questions
Can
be useful to help a child expand a theme.
3. ³Wh²´ type questions ³Wh² In this µstyle¶: The adult asks the child a question containing a µWh²¶ question word: why, what, where, when, who, whose, which.
³Wh² ³Wh²´ type questions A = Adult C = Child A: C: A: C: S: C: Where¶s the truck? [POINTS] And who¶s on the truck? Spot. What¶s Spot doing? Driving it.
not such bad news and good news: the researchers found«
the effect on communication of µWh² µWh²¶ type questions
1.
2.
In excess, µWh²¶ questions are likely to inhibit children from playing an active role in conversation. µWh²¶ questions are only likely to receive an appropriate response if the child understands the question.
Wh² Wh²¶ type questions
Can
be useful for monitoring comprehension. This style leads to the highest incidence of µrepair¶.
4. personal contributions In this µstyle¶: The adult avoids asking questions and chooses topics of interest to the particular child. The topic choice is child-led if possible.
personal contributions A = Adult C = Child A: I went to the Great Australian Muster in the holidays C: Me too! A: I though it was great. C: But too noisy. Dad said it was too noisy.
personal contributions A = Adult C = Child A: Your dad though it was noisy? I think he¶s right! C: Mummy said it was noisy too. Not me. I like it. A: Noise doesn¶t bother you? C: No, not never!
good news! the researchers found«
the effect on communication of personal contributions
Children
initiate more conversational
turns. Children initiate more conversational topics. Children are more talkative. Some children say more in this style than in the phatic style.
personal contributions
There
can be µuncomfortable silences¶ when using this style. Children and teachers can get over their µfear of silence¶!
personal contributions Children are afforded more time to think about what they want to communicate, and to plan how to do it, with this style.
5. phatics In this µstyle¶: The adult tries to say nothing with any µcontent¶ apart from acknowledging the child¶s contribution Questions are avoided. Topics are initiated by the child.
phatics A = Adult C = Child A: That looks good. C: It¶s going up high. A: True. C: High up to the sky. A: Uh-huh C: Maybe it might fall down. Crash! A: It might! It¶s very high!
very good news! the researchers found«
the effect on communication of phatics
1. 2.
The increase in MLUm can be dramatic with this style. Children may begin to tell stories. MLUm = the child¶s mean length of utterance measured in morphemes (units of meaning)
phatics
It
is often difficult to follow what children are communicating because they rely on gesture, mime and actions, and they leap from one topic to another!
references Dillon, J.T. (1982). The multidisciplinary study of questioning. Journal of Educational Psychology 74, 2, 147-165 Wood, D., Wood, H., Griffiths, A. and Howarth, I. (1986). Teaching and talking with deaf children. Chichester: Wiley
summary
Enforced repetitions Two-choice questions µWh²¶ type questions Personal contributions Phatics
Caroline Bowen PhD Speech Pathology Practice 9 Hillcrest Rd, Wentworth Falls, 2782 Rd, Phone 61 2 4757 1136 Internet www.speech-language-therapy.com e-mail [email protected]
