STRUCTURING JOINT ACTION ROUTINES: A STRATEGY FOR ...
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STRUCTURING JOINT ACTION ROUTINES: A STRATEGY FOR FACILITATING COMMUNICATION AND LANGUAGE DEVELOPMENT IN THE CLASSROOM Lee K. Snyder-McLean, Ph.D., Barbara Solomonson, M.A., James E. McLean, Ph.D., and Sara Sack, M.A. Bureau of Child Research, University of Kansas, Par- sons Research Center, Parsons, Kansas. Reprint requests: Dr. Snyder-McLean, Bu- reau of Child Research, University of Kansas, Parsons Research Center, Parsons, KS 67357. The study of early child language has produced a wealth of new data and con- comitant theories over the past decade, and these new perspectives offer important im- plications to those of us engaged in clinical practice. We have noted elsewhere that this current literature on early child language has specific implications r designing ap- propriate targets, contexts, and procedures for language therapy (McLean and Snyder- McLean, 1978; McLean, Snyder-McLean, and Sack, 1983). In this article, we will con- centrate on these two latter areas: contexts and procedures for language intervention and, more specifically, on the combination of these elements in the form of structured joint action routines. RITUALS AND ROUTINES IN NATURAL LANGUAGE ACQUISITION Generally, those who have attempted to describe the natural processes that char- acterize the earliest stages of communica- tion and language acquisition have at least alluded to the prominence, and apparent importance, of rituals or routines in the in- teractions between caregivers and very young children. Perhaps the most notable in this regard have been the observations of Bruner and his colleagues (Bruner, 1975; Bruner and Sherwood, 1976; Ratner and Bruner, 1978), who stressed the central function ofjoint action routines as the very framework within which communication and, ultimately, language is acquired. Spe- cifically, Ratner and Bruner (1978) have speculated that formulated (rule-goveed) play routines may serve to facilitate lan- guage acquisition for several reasons: such routines provide a limited and highly - miliar set of semantic meanings and utter- ances; such play routines, while variable, are highly seque"ntial, with predictable posi- tions for the insertion of appropriate re- sponses; and such routines provide roles that are at the same time clearly delineated and reversible. Although Ratner and Bru- ner were considering the nctions of play Publהr: Thieme-Stratton Inc., 381 Park Avenue South, New York, NY 10016 213
Transcript of STRUCTURING JOINT ACTION ROUTINES: A STRATEGY FOR ...
STRUCTURING JOINT ACTION ROUTINES: A STRATEGY FOR FACILITATING COMMUNICATION AND LANGUAGE DEVELOPMENT IN THE CLASSROOM
Lee K. Snyder-McLean, Ph.D., Barbara Solomonson, M.A., James E. McLean, Ph.D., and Sara Sack, M.A.
Bureau of Child Research, University of Kansas, Parsons Research Center, Parsons, Kansas.
Reprint requests: Dr. Snyder-McLean, Bureau of Child Research, University of Kansas, Parsons Research Center, Parsons, KS 67357.
The study of early child language has produced a wealth of new data and concomitant theories over the past decade, and these new perspectives offer important implications to those of us engaged in clinical practice. We have noted elsewhere that this current literature on early child language has specific implications for designing appropriate targets, contexts, and procedures for language therapy (McLean and SnyderMcLean, 1978; McLean, Snyder-McLean, and Sack, 1983). In this article, we will concentrate on these two latter areas: contexts and procedures for language intervention and, more specifically, on the combination of these elements in the form of structured joint action routines.
RITUALS AND ROUTINES IN NATURAL LANGUAGE
ACQUISITION
Generally, those who have attempted to describe the natural processes that characterize the earliest stages of communication and language acquisition have at least alluded to the prominence, and apparent importance, of rituals or routines in the interactions between caregivers and very young children. Perhaps the most notable in this regard have been the observations of Bruner and his colleagues (Bruner, 1975; Bruner and Sherwood, 1976; Ratner and Bruner, 1978), who stressed the central function of joint action routines as the very framework within which communication and, ultimately, language is acquired. Specifically, Ratner and Bruner (1978) have speculated that formulated (rule-governed) play routines may serve to facilitate language acquisition for several reasons: such routines provide a limited and highly familiar set of semantic meanings and utterances; such play routines, while variable, are highly seque"ntial, with predictable positions for the insertion of appropriate responses; and such routines provide roles that are at the same time clearly delineated and reversible. Although Ratner and Bruner were considering the functions of play
Publisher: Thieme-Stratton Inc., 381 Park Avenue South, New York, NY 10016
213
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