EN Historically, individuals with Rett syndrome, a rare neurodevelopmental disorder, have been cast as “silent angels,” “nonverbal,” and “speechless.” As a consequence, they have not been consulted in their medical care. Recently, however, augmentative and alternative communication (AAC) devices that use eye-tracking technology have facilitated communication for individuals with Rett syndrome. Yet, no prior research has investigated how such communication occurs within medical settings. Through an applied linguistics lens that centers the analysis of language use, we construct a case report capturing how Kalika, a child with Rett syndrome, offers medical information. Kalika’s device-mediated language use suggests multiple implications for applied linguistics scholars and language educators, including: broadening notions of speaking, increasing consideration of AAC, exploring more device-mediated language use, extending multimodal considerations, nuancing notions of communicative competence, presuming competence, and, last but not least, more deliberately espousing principles of linguistic justice in our field. Key words: RETT SYNDROME, EYE TRACKING, AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC), DISABILITY, MEDICAL COMMUNICATION ES Históricamente, los individuos con síndrome de Rett, un trastorno raro del desarrollo neurológico, han sido presentados como “ángeles silenciosos”, “no verbales” y “mudos”. Como consecuencia, estos individuos no han sido atendidos en consulta médica. Recientemente, los dispositivos de comunicación aumentativos y alternativos (AAC) que utilizan tecnología de seguimiento ocular han facilitado la comunicación de individuos con síndrome de Rett. Sin embargo, ningún estudio ha investigado cómo se produce dicha comunicación en entornos médicos. Desde la perspectiva de la lingüística aplicada que analiza el uso del lenguaje, construimos un caso clínico que captura cómo Kalika, una niña con síndrome de Rett, proporciona información médica. El lenguaje mediado por dispositivos de Kalika sugiere implicaciones para académicos de lingüística aplicada y educadores del lenguaje, que incluyen: ampliar las nociones del discurso y la consideración de AAC, explorar más el uso del lenguaje mediado por dispositivos, ampliar las consideraciones multimodales, matizar las nociones de la competencia comunicativa, suponer competencia y apoyar deliberadamente los principios de justicia lingüística. Palabras clave: SÍNDROME DE RETT, SEGUIMIENTO OCULAR, COMUNICACIÓN AUMENTATIVA Y ALTERNATIVA, DISCAPACIDAD, COMUNICACIÓN MÉDICA IT Storicamente le persone con la sindrome di Rett, un raro disturbo del neurosviluppo, sono state considerate "angeli silenziosi", "non verbali" e "senza parole"; questo ha comportato che non venissero consultati per le loro cure mediche. Di recente, però, i dispositivi di comunicazione aumentativa e alternativa (CAA) con tecnologia eye-tracking hanno facilitato la comunicazione di queste persone. Nessuna ricerca ha però indagato come tale comunicazione avvenga in contesti medici. Utilizzando una prospettiva di linguistica applicata che analizza l’uso del linguaggio, presentiamo un caso che illustra come Kalika, una bambina con la sindrome di Rett, offra informazioni mediche. Il linguaggio di Kalika, mediato da dispositivi, suggerisce, tanto agli studiosi di linguistica applicata quanto docenti ed educatori in ambito linguistico, molteplici implicazioni per ampliare le nozioni di parlato e la considerazione della CAA, approfondire l'uso del linguaggio mediato da dispositivi, estendere le considerazioni multimodali, dettagliare le nozioni di competenza comunicativa, presumere la competenza, e sostenere in modo deliberato i principi di giustizia linguistica nel nostro campo. Parole chiave: SINDROME DI RETT, EYE TRACKING, COMUNICAZIONE AUMENTATIVA E ALTERNATIVA CAA, DISABILITÀ, COMUNICAZIONE MEDICA
Aided augmentative and alternative communication (AAC) modeling is an important approach to facilitating language learning for individuals with complex communication repertoires. This study examines the implementation of this approach during COVID-19 virtual schooling. Key implementation challenges are identified, along with implications for educational practice to facilitate language learning. We conducted a qualitative case study of a 5-year-old child with Rett syndrome, a rare neurological disorder, who used an eye-tracking AAC device. We collected and triangulated data using participant observation of three one-on-one story reading sessions involving the child, her caregiver, and her teacher during virtual schooling as well as a semi-structured interview with the teacher. The study identified key steps for successful language modeling during virtual sessions. These included: ensuring access to the device, promoting attention through gestural and verbal prompts, providing modeling of AAC symbols, confirming responses, providing feedback, using visual supports, a collaborative approach, and positive reinforcement. Our findings suggest these strategies can help facilitate effective language development for children using AAC devices in online schooling contexts. The virtual context presented significant barriers to the practice of aided AAC modeling. Active participation of caregivers and teacher–caregiver collaboration is essential for effective implementation of aided AAC modeling during such schooling.
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