Abstract
This chapter analyzes the interactional characteristics and the functions of personal storytelling co-produced during speech and language therapist(s)–adolescent(s) interactions in two settings (dyadic and group) to understand some aspects of the interactional competences of adolescents with language impairments. We examine who initiates the storytellings, if the events told concern an experience shared by the dyad/group and if they are related to the ongoing activity. The role of storytelling during treatment and its legitimization within this particular institutional frame are also investigated. Among the functions identified, meaning construction is central. Moreover, personal storytelling appears to have a specific role during the planning of the treatment. We finally observe that the adolescents, in a large majority of cases, show an appropriate use of their storytelling competence.
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Appendix: Transcriptions Conventions
Appendix: Transcriptions Conventions
The transcription conventions of the speech therapy subproject of IC-You come from different sources (LEAPLE 2001; de Weck 2002; FNRS project “Interaction mère-enfant en situation logopédique” (no. 100012-111938 obtained in 2006) directed by G. de Weck et A. Salazar Orvig). The symbols used are presented here.
Utterance Delimitations: | |
. | assertions |
! | exclamations |
¡ | orders |
? | questions |
--> | oral starts (when the participant starts saying a word or utterance while expecting that the interlocutor ends it) |
Verbal Productions: | |
an: | overlap |
AAA: | accentuation |
(e): | elision |
/: | one second pause |
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de Weck, G., Sublon, A., Fox, G. (2017). The Use of Personal Storytelling in Speech and Language Therapist–Adolescent Interactions. In: Pekarek Doehler, S., Bangerter, A., de Weck, G., Filliettaz, L., González-Martínez, E., Petitjean, C. (eds) Interactional Competences in Institutional Settings. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-46867-9_3
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