Congratulations Kate!The purpose of this project is to investigate Deaf and Hard of Hearing (DHH) learners’ semantic networks to improve the effectiveness of approaches to language and literacy learning. The overarching goal of the proposed research is to extend knowledge of semantic networks in DHH learners through three related studies to be undertaken at Rochester Institute of Technology. Specifically, the aims of this project are to (1) examine the within-category structure of semantic networks of DHH learners, (2) understand facilitators and barriers to DHH learners’ access to their semantic networks, and (3) observe the impact of instruction on DHH learners’ use of semantic networks.
Tuesday, 16 February 2016
Fulbright Postgraduate Scholarship awarded to Kate Crowe
Kate Crowe has been awarded a prestigious Fulbright Postgraduate Scholarship to study in the US with Professor Marc Marschark at Rochester Institute of Technology. Her project is titled Semantic network structure and use in Deaf and Hard of Hearing learners. Here is the Fulbright announcement and the CSU news release is here. She is one of two Fulbright Postdoctoral Scholarship awardees (the four others received state awards).
Here is the abstract:
New Becoming a Writer resources
The Victorian Curriculum and Assessment Authority (VCAA), in partnership with Dr Noella Mackenzie, has developed a literacy-based resource to support partnerships with families around children’s learning, and planned and spontaneous opportunities for diverse drawing and writing experiences. The resources include an online video (or DVD version) as well as a brochure for distribution to families. The resources will support ongoing engagement with the Victorian Early Years Learning and Development Framework (VEYLDF) for birth to 8 years.
(Contributed by Kim Woodlands, RIPPLE).
(Contributed by Kim Woodlands, RIPPLE).
Thursday, 17 December 2015
RIPPLE Effect showcases work from SLL strand
The final RIPPLE Effect for 2015 has been released and showcases a great year of work, particularly from our Speech, Language and Literacies Strand.
There is a great wrap up on the achievements of our group throughout the year, plus special features on:
Tessa Daffern, PhD Student, about the importance of learning to spell and write.
Noella Mackenzie, on a new writing tool for classrooms.
Suzanne Hopf, on understanding communication diversity in Fiji.
Helen Blake, on her recently endorsed PhD investigating multilingual speaker's intelligibility.
Sarah Verdon, reflecting back on her PhD journey in time for graduation.
Full articles can be found here http://www.csu.edu.au/__data/assets/pdf_file/0020/1832204/The-RIPPLE-Effect-Issue-2-2015.pdf
There is a great wrap up on the achievements of our group throughout the year, plus special features on:
Tessa Daffern, PhD Student, about the importance of learning to spell and write.
Noella Mackenzie, on a new writing tool for classrooms.
Suzanne Hopf, on understanding communication diversity in Fiji.
Helen Blake, on her recently endorsed PhD investigating multilingual speaker's intelligibility.
Sarah Verdon, reflecting back on her PhD journey in time for graduation.
Full articles can be found here http://www.csu.edu.au/__data/assets/pdf_file/0020/1832204/The-RIPPLE-Effect-Issue-2-2015.pdf
PhD Graduation
This week saw a very happy end to the academic year with 3 RIPPLE PhD students graduating.
Below is a photo of our new graduates Dr. Tamara Cumming, Dr. Sarah Verdon and Dr. Tina Stratigos with some of their supervisors and the Vice Chancellor at the Bathurst graduation ceremony.
Below is a photo of our new graduates Dr. Tamara Cumming, Dr. Sarah Verdon and Dr. Tina Stratigos with some of their supervisors and the Vice Chancellor at the Bathurst graduation ceremony.
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| L-R: Professor Sharynne McLeod, Dr Tina Stratigos, Dr Sarah Verdon, CSU Vice Chancellor Andy Vann, Dr Tamara Cumming, Professor Jennifer Sumsion, Dr Sandie Wong. |
Thursday, 5 November 2015
New publication
A paper arising from the Embracing Diversity-Creating Equality study, undertaken as part of Sarah Verdon's PhD research and co-written with Professor Sharynne McLeod and Dr Sandie Wong of RIPPLE has recently been published online.
Reference:
Verdon, S., McLeod, S., & Wong, S. (2015, early online). Supporting culturally and linguistically diverse children with speech, language and communication needs: Overarching principles, individual approaches. Journal of Communication Disorders. doi:10.1016/j.jcomdis.2015.10.002
Abstract:
Speech-language pathologists (SLPs) are working with an increasing number of families from culturally and linguistically diverse backgrounds as the world’s population continues to become more internationally mobile. The heterogeneity of these diverse populations makes it impossible to identify and document a one size fits all strategy for working with culturally and linguistically diverse families. This paper explores approaches to practice by SLPs identified as specialising in multilingual and multicultural practice in culturally and linguistically diverse contexts from around the world. Data were obtained from ethnographic observation of 14 sites in 5 countries on 4 continents. The sites included hospital settings, university clinics, school-based settings, private practices and Indigenous community-based services. There were 652 individual artefacts collected from the sites which included interview transcripts, photographs, videos, narrative reflections, informal and formal field notes. The data were analysed using Cultural-Historical Activity Theory (Engeström, 1987). From the analysis six overarching principles of culturally competent practice (PCCP) were identified. These were: (1) identification of culturally appropriate and mutually motivating therapy goals, (2) knowledge of languages and culture, (3) use of culturally appropriate resources, (4) consideration of the cultural, social and political context, (5) consultation with families and communities, and (6) collaboration between professionals. These overarching principles align with the six position statements developed by the International Expert Panel on Multilingual Children’s Speech (2012) which aim to enhance the cultural competence of speech pathologists and their practice. The international examples provided in the current study demonstrate the individualised ways that these overarching principles are enacted in a range of different organisational, social, cultural and political contexts. Tensions experienced in enacting the principles are also discussed. This paper emphasises the potential for individual SLPs to enhance their practice by adopting these overarching principles to support the individual children and families in diverse contexts around the world.
Reference:
Verdon, S., McLeod, S., & Wong, S. (2015, early online). Supporting culturally and linguistically diverse children with speech, language and communication needs: Overarching principles, individual approaches. Journal of Communication Disorders. doi:10.1016/j.jcomdis.2015.10.002
Abstract:
Speech-language pathologists (SLPs) are working with an increasing number of families from culturally and linguistically diverse backgrounds as the world’s population continues to become more internationally mobile. The heterogeneity of these diverse populations makes it impossible to identify and document a one size fits all strategy for working with culturally and linguistically diverse families. This paper explores approaches to practice by SLPs identified as specialising in multilingual and multicultural practice in culturally and linguistically diverse contexts from around the world. Data were obtained from ethnographic observation of 14 sites in 5 countries on 4 continents. The sites included hospital settings, university clinics, school-based settings, private practices and Indigenous community-based services. There were 652 individual artefacts collected from the sites which included interview transcripts, photographs, videos, narrative reflections, informal and formal field notes. The data were analysed using Cultural-Historical Activity Theory (Engeström, 1987). From the analysis six overarching principles of culturally competent practice (PCCP) were identified. These were: (1) identification of culturally appropriate and mutually motivating therapy goals, (2) knowledge of languages and culture, (3) use of culturally appropriate resources, (4) consideration of the cultural, social and political context, (5) consultation with families and communities, and (6) collaboration between professionals. These overarching principles align with the six position statements developed by the International Expert Panel on Multilingual Children’s Speech (2012) which aim to enhance the cultural competence of speech pathologists and their practice. The international examples provided in the current study demonstrate the individualised ways that these overarching principles are enacted in a range of different organisational, social, cultural and political contexts. Tensions experienced in enacting the principles are also discussed. This paper emphasises the potential for individual SLPs to enhance their practice by adopting these overarching principles to support the individual children and families in diverse contexts around the world.
PhD Endorsement - Natalie Thompson
On the 11th of November at 10:30am, PhD student Natalie Thompson will be presenting her doctoral research proposal for endorsement by the university.
The title of Natalie's research proposal is:
Natalie will present her proposal in Albury from the Barb Sparrow Room in the School of Education building.
A VC connection to Wagga (SoE downstairs) will also be available, or you can join by telephone.
If you wish to join the presentation via telephone/MS Communicator please check http://csu.edu.au/vcbookings/ for booking information.
You will need to be logged into CSU to access this page.
I encourage all strand members to attend if possible to hear about Natalie's research which will contribute to the research produced by the Speech, Language and Literacies strand.
Best of luck Natalie!
Monday, 28 September 2015
School of Education research seminar by Brooke Scriven
Brooke Scriven is presenting a seminar this Wednesday, 20th September at 3-4pm in the School of Education research seminar series. The seminar can be attended in person in Wagga Wagga, and via video conference in Albury.
Brooke's presentation draws on her doctoral research investigating how a young child accomplishes digital literacy practices through family interactions during technology use at home. She recently delivered a version of her presentation at the International Institute of Ethnomethodology and Conversation Analysis conference in Kolding, Denmark.
Title: "Hello Barbie": The social organisation of a young child's telephone conversation in pretend play with digital technologies
Abstract: Conversation analytic research of telephone conversations has generated significant discoveries of the orderly and sequential nature of talk. Recent findings of video recorded telephone conversations have shown how talk is connected to ongoing activity continuing beyond the call (Mondada, 2008). However, little is known about how young children orient to the orderliness of talk in pretend telephone conversations, or how their talk relates to the ongoing activity of their play. This presentation considers a young child's pretend telephone call as she views the music video Queen of the waves (from the film Barbie in a mermaid's tale) on YouTube. Data are drawn from a video recording made by the child's mother in their home. The perspective of ethnomethodology and the analytic method of conversation analysis were used to sequentially examine the child's pretend telephone conversation with Barbie. The child dials Barbie's telephone number and talks to her using a toy mobile phone. Her talk is touched off by objects onscreen and named in the song lyrics of the music video. Discussion considers how the child orients to and uses the digital technologies (the YouTube video on the laptop and the toy mobile phone), and draws on her understandings of how people interact over the telephone, to socially organise a telephone conversation with Barbie in her pretend play.
Reference:
Mondada, L. (2008). Using video for a sequential and multimodal analysis of social interaction: Videotaping institutional telephone calls. Forum: Qualitative Social Research, 9(3). Retrieved from www.qualitative-research.net
Brooke's presentation draws on her doctoral research investigating how a young child accomplishes digital literacy practices through family interactions during technology use at home. She recently delivered a version of her presentation at the International Institute of Ethnomethodology and Conversation Analysis conference in Kolding, Denmark.
Title: "Hello Barbie": The social organisation of a young child's telephone conversation in pretend play with digital technologies
Abstract: Conversation analytic research of telephone conversations has generated significant discoveries of the orderly and sequential nature of talk. Recent findings of video recorded telephone conversations have shown how talk is connected to ongoing activity continuing beyond the call (Mondada, 2008). However, little is known about how young children orient to the orderliness of talk in pretend telephone conversations, or how their talk relates to the ongoing activity of their play. This presentation considers a young child's pretend telephone call as she views the music video Queen of the waves (from the film Barbie in a mermaid's tale) on YouTube. Data are drawn from a video recording made by the child's mother in their home. The perspective of ethnomethodology and the analytic method of conversation analysis were used to sequentially examine the child's pretend telephone conversation with Barbie. The child dials Barbie's telephone number and talks to her using a toy mobile phone. Her talk is touched off by objects onscreen and named in the song lyrics of the music video. Discussion considers how the child orients to and uses the digital technologies (the YouTube video on the laptop and the toy mobile phone), and draws on her understandings of how people interact over the telephone, to socially organise a telephone conversation with Barbie in her pretend play.
Reference:
Mondada, L. (2008). Using video for a sequential and multimodal analysis of social interaction: Videotaping institutional telephone calls. Forum: Qualitative Social Research, 9(3). Retrieved from www.qualitative-research.net
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