Orienting to shared memories and the reminiscing of parents and their children with language disorders

Authors

  • Charlotte Clark University of Wisconsin, Eau Claire
  • Laura Arrington University of Louisiana, Lafayette
  • Ryan Nelson University of Louisiana, Lafayette
  • Holly Damico University of Louisiana, Lafayette
  • Jack Damico University of Colorado, Boulder

DOI:

https://doi.org/10.1558/jircd.21139

Keywords:

Reminiscing, Child language disorders, Conversation, narrative

Abstract

Objective: Parent–child reminiscing is known to be facilitative of a child’s cognitive and language development. However, little research exists examining the reminiscing of preschoolers with language disorders. This article examines the interactional and symbolic challenges that parents and children with language disorders face during reminiscing.

Method: Two small groups of parent–child participants – one including children with a diagnosed disorder impacting language function and one with typically developing children – were recruited. Reminiscing conversations were elicited, and qualitative methods of analysis were employed to describe patterns of interaction related to the accomplishing of mutual orientation.

Results: Reminiscing interactions are framed as occurring in negotiations between topics and in negotiations within a topic. Parents and their children with language disorders faced greater challenges in aligning expectations and mutually orienting to shared understandings of past experiences. Understanding the mechanisms underlying these challenges can support parents in reminiscing and in recognizing learning opportunities.

Author Biographies

  • Charlotte Clark, University of Wisconsin, Eau Claire

    Charlotte Clark is an assistant professor at the University of Louisiana at Lafayette. Her research interests include child language and literacy, social interaction, and qualitative research methods.

  • Laura Arrington, University of Louisiana, Lafayette

    Laura Arrington is a visiting assistant professor at the University of Louisiana at Lafayette. Her research interests include strengths-based practice, literacy, and mild traumatic brain injury.

  • Ryan Nelson, University of Louisiana, Lafayette

    Ryan Nelson is the Department Head and Associate Professor of speech-language pathology at the University of Louisiana at Lafayette. His research interests include childhood language disorders, literacy construction and usage, and qualitative research methodologies.

  • Holly Damico, University of Louisiana, Lafayette

    Holly Damico is an assistant professor at the University of Louisiana at Lafayette. Her research interests include language, literacy, qualitative research, social engagement, learning theory, and application.

  • Jack Damico, University of Colorado, Boulder

    Jack Damico is a clinical linguist and speech-language pathologist with a master’s degree in communicative disorders and a PhD in linguistics. With over 12 years of clinical experience as a speech-language pathologist in public schools, medical settings, and private practice, his research focuses on the authentic implications for individuals with atypical language and communication skills, and on the development of clinical applications to assist in overcoming communicative problems. Working primarily in the areas of aphasia in adults and language and literacy difficulties in children from both monolingual and bilingual backgrounds, he specializes in the utilization of various qualitative research methodologies to investigate language and communication as social action. An ASHA Fellow, he is the consulting editor of the Journal of Interactional Research in Communication Disorders. He has recently joined the University of Colorado Boulder faculty after 28 years as the Doris B. Hawthorne Eminent Scholar Chair at the University of Louisiana at Lafayette.

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Published

2022-05-29

Issue

Vol. 13 No. 1 (2022)

Section

Articles

License

© Equinox Publishing Ltd.

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How to Cite

Clark, C., Arrington, L., Nelson, R., Damico, H., & Damico, J. (2022). Orienting to shared memories and the reminiscing of parents and their children with language disorders. Journal of Interactional Research in Communication Disorders, 13(1), 3–30. https://doi.org/10.1558/jircd.21139