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

Recent work on Finnish explicates different grammatical constructions associated
with word searches in aphasia. In addition to wh-questions, Finnish speakers
systematically use characterising constructions (trans. it is like), locatives (trans. there
is) and pre-modifier noun phrases (trans. the/that this) (Helasvuo, Laakso and
Sorjonen, 2004). These verbal elements hold a place for the missing item and project
that the recipient will produce a noun in response. Finnish speakers with aphasia also
use gaze shifts in a comparable fashion to typical adults although whether or not they
lead to collaboration depends on the conversational partner: familiar family members
do collaborate whereas speech and language therapists are shown to withhold
participation in the search (Helasvuo et al., 2004). Hand gestures, including iconic
gestures, either fill the position of the head noun or supplement the spoken elements.

Pragmatic approaches to speech and language therapy involve training family
members in locally tailored interactional strategies (Holland, 1991). Insights gained
from aphasic studies regarding interaction processes therefore equip practitioners with
information that informs the advice that they can offer to clients in the home.

However, little is known about the conversational behaviours of children in this
regard. The current study aims to provide much needed detail, so that therapists and
teachers can support the child’s use of locally relevant interactional techniques.

The following analysis will consider these research questions:

1. What interactional resources are available to the child during word searches?

2. How does the design of these resources assist the child with self-repair?

3. In what ways do the child’s resources mobilise the adult’s involvement in the
search?

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