Multimodal Communication in the Presence of Sensory Asymmetry V.1
Research type
Research Study
Full title
Multimodal Communication Between Deaf and Hearing Interactants in the Presence of Sensory and Communication Asymmetries
IRAS ID
307705
Contact name
Nathalie Czeke
Contact email
Sponsor organisation
University of Leeds
Duration of Study in the UK
1 years, 3 months, 1 days
Research summary
This research project investigates how individuals with different experiences and resources of language and communication draw on multimodal communication strategies that range from the use of speech, over sign language, gestures, pointing, facial expressions, eye gaze, body movement, objects, space and different forms of media to the use of touch, in order to accommodate sensory and communicative needs. We focus on moments of joint attention, i.e. when parent and child direct their attention towards the same task, event or object of interest, during early interactions, in the time prior to cochlear implantation when access to auditory input and/or sign language is often not (yet) available to children diagnosed with hearing loss. Moving away from predominantly language-driven approaches of the past, the current project picks up on the multimodal nature of communication and goes beyond the sheer distinction of spoken and/or sign language(s) when looking at early interactions. The aim of the project is (1) to reveal the potential of multimodal communication strategies in making communication accessible to children who are deaf or hard of hearing while facilitating interactions with their hearing family members and peers; and (2) to understand how multimodal communication strategies are influenced by individual affordances, context and the interactional situation. Video-recorded data of play sessions between parents and children (9-24 months of age) with hearing loss will be collected. Detailed multimodal analysis with ELAN, an annotation tool for audio and video recordings, will be used to identify and understand multimodal communication strategies involved in moments of joint attention while offering a more systematic approach to multimodal analysis of early parent-child interactions. The application of findings, emphasising individual resources rather than deficits, will be relevant to early intervention with families and provide parents with informed guidance on how to make communication more accessible to their child.
REC name
Yorkshire & The Humber - South Yorkshire Research Ethics Committee
REC reference
22/YH/0158
Date of REC Opinion
25 Aug 2022
REC opinion
Further Information Favourable Opinion