DescriptionPractitioners often report the frustrations of young people living with communicative disabilities, and of practitioners and family members, who repeatedly experience and observe the loss of the young people's communicative competences when they transfer between institutional contexts (e.g. kindergarten -> school). This loss also challenge their participation and inclusion in the new group. In the last decades, a growing body of interactional research has examined atypical interactions which refers to social interactions “where one or more participants have a communicative impairment and where that impairment is evident in consequential ways within the interaction.” (Wilkinson, 2019, p. 281). A central concept explicitly and implicitly taken up in these studies is the notion of communicative competence. The studies emphasize the need for a more situated, multimodal and practice-oriented concept of communicative competence that understands competence as an interactional achievement rather than a set of skills that belong to individuals (Clarke & Wilkinson, 2013; Goodwin, 2004; Maynard & Turowetz, 2017). This understanding enables insights into what competence may mean in communication involving people with limited communication means and promises a deeper understanding of inclusive practices and how they can be fostered within specific as well as across different activities and settings. This panel invites contributions to revisit the concept of communicative competence, especially in the field of atypical interaction, from the perspective of inclusion (e.g. as a pedagogical or participatory concept). We will discuss whether and how a situated, multimodal and practice-oriented approach can help to understand and inform inclusive practices.•How can interactional studies inform concepts of communicative competence?•How can a multimodal and interactional understanding of communicative competence be informed by or applied to practice?•How can a multimodal and interactional understanding of communication competences inform the use or design of communication technologies?•And, especially, how can this concept be used to understand and foster communicative competences and inclusion of people with limited communication means across contexts?The panel is organized in 3 x 90 minutes session, each session with a maximum of four contributions ReferencesClarke & Wilkinson (2013). Communicative competence in children’s peer interaction. In Norén et al (Eds.), Aided communication in everyday interaction. (pp. 21--57). J&R.Goodwin (2004). A Competent Speaker Who Can’t Speak: The Social Life of Aphasia. Journal of Linguistic Anthropology, 14(2), 151--170.Maynard & Turowetz (2017). Doing Testing: How Concrete Competence can Facilitate or Inhibit Performances of Children with Autism Spectrum Disorder. Qualitative Sociology, 40(4), 467–491. Wilkinson (2019). Atypical Interaction: Conversation Analysis and Communicative Impairments. ROLSI, 52(3), 281–299.
|Period||28 Jun 2021|
|Degree of Recognition||International|
- Communication competences
- Atypical Interaction
- conversation analysis
Documents & Links
Technical supported competence. The construction and resemiotization of competence during the development of a reminder robot.
Activity: Talks and presentations › Conference presentations