Common ground in AAC: how children who use AAC and teaching staff shape interaction in the multimodal classroom

Children who use augmentative and alternative communication (AAC) are multimodal communicators. However, in classroom interactions involving children and staff, achieving mutual understanding and accomplishing task-oriented goals by attending to the child's unaided AAC can be challenging. This study draws on excerpts of video recordings of interactions in a classroom for 6-9-year-old children who used AAC to explore how three child participants used the range of multimodal resources available to them - vocal, movement-based, and gestural, technological, temporal - to shape (and to some degree, co-control) classroom interactions. Our research was concerned with examining achievements and problems in establishing a sense of common ground and the realization of child agency. Through detailed multimodal analysis, this paper renders visible different types of practices rejecting a request for clarification, drawing new parties into a conversation, disrupting whole-class teacher talk-through which the children in the study voiced themselves in persuasive ways. It concludes by suggesting that multimodal accounts paint a more nuanced picture of children's resourcefulness and conversational asymmetry that highlights children's agency amidst material, semiotic, and institutional constraints.

Automated summary

Children who use AAC in classroom interactions utilize a range of multimodal resources to communicate, such as vocal, movement-based, and gestural cues. This study examines how three child participants shape classroom interactions and exert agency by utilizing these resources. The findings highlight the nuanced ways in which children reject requests, engage new parties, and disrupt teacher-led discussions, ultimately showcasing their resourcefulness and agency.