Abstract
Background
This study applies a Black disability political approach to directly confront the
shortcomings of the social model in affirming the communication of Black, disabled
African American English (AAE)-speaking preschoolers. In a departure from clinical
approaches to effective communication, this study assumes communication breakdowns
as a central feature of interaction and explores strategies of repair and negotiation
for redefining what makes communication effective.
Method
This study presents two case studies of Black, disabled AAE-speaking 4-year-olds.
Their play samples are qualitatively analyzed to determine how they use strategies
of repair and negotiation to achieve communicative goals and establish connections
with their communication partners.
Results
The Black, disabled AAE-speaking 4-year-olds in this study used a variety of repair
and negotiation strategies, including requesting a repair, responding to other-initiated
repair requests, self-repair, co-constructing meaning, and seeking assistance. Their
use of these strategies does not always fit into clinical frames of defining effective
communication. Yet, the children demonstrate an awareness of and engagement with shared
goals surrounding interaction and connection.
Implications
Centering the languaging practices of multiply-marginalized disabled children is an
opportunity for expanding our clinical approaches and our own communication practices
to affirm the agency of the children with whom we make meaning.
Keywords
communication - African American English - disability - negotiation for meaning -
repair request
