Abstract
This paper proposes a definition of communicative competence for individuals using augmentative and alternative communication (AAC) systems. The proposed definition suggests that communicative competence is a relative and dynamic, interpersonal construct based on functionality of communication, adequacy of communication, and sufficiency of knowledge, judgement, and skill in four interrelated areas: linguistic competence, operational competence, social competence, and strategic competence. Linguistic and operational competencies refer to knowledge and skills in the use of the tools of communication; social and strategic competencies reflect functional knowledge and judgement in interaction. The paper urges future research to validate the proposed definition of communicative competence and suggests some implications for assessment and intervention in the AAC field.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 137-144 |
| Number of pages | 8 |
| Journal | Augmentative and Alternative Communication |
| Volume | 5 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jan 1989 |
All Science Journal Classification (ASJC) codes
- Rehabilitation
- Speech and Hearing
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In: Augmentative and Alternative Communication, Vol. 5, No. 2, 01.1989, p. 137-144.
Research output: Contribution to journal › Article › peer-review
TY - JOUR
T1 - Toward a Definition of Communicative Competence for Individuals Using Augmentative and Alternative Communication Systems
AU - Light, Janice
N1 - Funding Information: will serve to focus attention on some of the critiRcEaFlERENCES characteristics of the construct. It has been proposedBeukelman, D. (1988). She was setting a world’s record, and we that communicative competence is the abifliutny ct-o thought she was drowning, right DAaudg?m entative and Alterna-tionallyc ommunicate within the natural environmenttive Communication, 142, 2-123. and toa dequatelym eet daily communication needs. ItN., & Gruenewald, L. (1979). A strategy for developing chronolog-Brown, L., Branston, M. B.. Hamre-Nietupski, S., Pumpian, I., Certo, has been suggested that this ability is premised on theical age appropriate and functional curricular content for severely integration of knowledge, judgement, and skills in fourhandicapped adolescents and young aduJoltusr.n al of Special areas: linguistic, operational, socaianld, strategic com- Education, 138, 1-90. petence.L inguistic and operational competencies refeBrown, L., Sweet, M., Shiraga, B., York, J., Zanella, K., & Rogan, P.r to knowledge and skills in the use of the tools ofhandicaps. In L. Brown, M. Sweet, B. Shiraga, J. York, K. Zanella,(1984). Functional skills in programs for students with severe communication; social and strategic competences re-P. Rogan, & R. Loomis (Eds.E),d ucational programs for students flect functional knowledge and judgement in interactionw.ith severe handicap(Vs ol. 14, pp. 55-60). Madison, WI: Madison Many of the requirements of social competence andMetropolitan School District. linguistic competence, as they relate to the native lan-Buzolich, M. J. (1984)I.n teraction analyses of augmented and normal guage, are similar whether for users of AAC systemsof California, San Francisco, CA.adult communicatorUsn. published doctoral dissertation, University or for natural speakers. For example, both AAC usersBuzolich, M. J., & Higginbotham, D. J. (198A5n)a. lyzing and facili- and natural speakers must acquire the skills to initiatteating the communicative competence of augmentative system and maintain interactions and to comprehend the spo-users. Short course presented at the Annual Convention of the ken language of others in the community. However,American Speech Language Hearing Association, Washington, DC. AAC users face considerable barriers in meeting theconversational skills by individuals with severe disabAiluitgie-s. Calculator, S. (1988). Promoting the acquisition and generalization of necessary social and linguistic requirements, due tomentative and Alternative Communicatio9n4,-140, 3. limitations imposed by the physical disability and theCanale, M. (1983). From communicative competence to communi- AAC system, and limitations in cognitive and socialLanguage and communicatio(pnp . 2-27). New York: Longmancative language pedagogy. In J. Richards, & R. Schmidt (Eds.), experiences. As a result, they may require adaptivePress. strategies to bypass their limitations. Thus, they mayCanale, M., & Swain, M. (1980). Theoretical bases of communicative strive for the same end result, but via a different meanasp.proaches to second language teaching and tesAtpinpgli.e d The demands of linguistic competence, as it relates toLinguistics, 11, -47. the AAC system, and of operational competence areusing augmentative systemUsn. published manuscript, Callier Cen-Culp, D. (1982)C. ommunication interactions-nonspeaking children unique to the population of AAC system users. Theter for Communication Disorders, Dallas, TX. strategic competence required of AAC users to comCu-lp, D. (1987). Outcome measurement: The impact of communica-pensate for linguistic, operational, and/or social limita-tion augmentationS.e minars in Speech and Language, 186,9 - tions is also unique. Thus, although certain precepts of181. communicative competence may be similar across AACflexibility: Case studies in communication augmentation strategies.Dowden, P., & Beukelman, D. (1988). Rate, accuracy and message users and natural speakers, there are some fundamen-In L. Bernstein (Ed.)T,h e vocally impairePdh. iladelphia: Grune & tal differences as well. This paper has offered a prelimS-tratton. inary attempt to define communicative competence forHolland, A. (1982). Observing functional communication of aphasic AAC users. Future research is required to refine thisHymes, D. H. (1972a). On communicative competence. In J. B. Pride,adults.J ournal of Speech and Hearing Disorders,5 407-5, 6. initial definition and to test its validity within the field.& J. Holmes (Eds.),S ociolinguistics( pp. 269-293). Harmond- sworth, UK: Penguin Books. Acknowledgments Hymes, D. H. (1972b). Introduction. In C. B. Cazden, V. P. John, & This paper was completed in partial fulfillment ofxi-lvii). New York: Teacher’s College Press, Columbia University.D. H. Hymes (Eds.)F, unctions of language in the classro(opmp. course requirements for the Ph.D. program in the DKera-at, A. W. (1984). Communication interaction between aid users partment of Special Education at the Ontario Instituteand natural speakers—An international perspectiveP. roInc eed- for Studies in Education (OISE) in Toronto, Canada.neering( pp. 43-46). Ottawa, ON.ings of the 2nd International Conference on Rehabilitation Engi- The research was supported, in part, by a DoctoralKraat, A. W. (1985)C.o mmunication interaction between aided and Research Training Grant from the Easter Seal Researchnatural speakers: An IPCAS study repToortr.o nto, ON: Canadian Institute. Rehabilitation Council for the Disabled. The author wishes to acknowledge the followingKraat, A. W. (1986). Developing intervention goals. In S. W. Black- individuals whose thoughtful comments and sugges-197-266). Rockville, MD: American Speech-Language-Hearing As-stone (Ed.),A ugmentative communication: An introdu(cptpio.n tions contributed to the development of this paper: lainsociation. Davidson, Peter Lindsay, and Randy Tighe of OISEL;ight, J. (1988). Interaction involving individuals using augmentative David Beukelman and Pat Mirenda of the University ofand alternative communication systems: State of the art and future Nebraska-Lincoln; Arlene Kraat of Queen’s College attion, 4,6 6-82.directions for researcAhu. gmentative and Alternative Communica- the City University of New York; and the staff of theLight, J., Collier, B., & Parnes, P. (1985). Communicative interaction Augmentative Communication Service at The Hughbetween young nonspeaking physically disabled children and their MacMillan Medical Centre in Toronto, Canada. primary caregivers: Part Ill—Modes of communicatAioung.m ent- Address reprint requests to: Janice Light, Augment-ative and Alternative Communication1,2 51-,1 33. ative Communication Service, The Hugh MacMillanprocessing demands of message encoding techniMquaensu.s criptLight, J., Lindsay, P., Siegel, L., &. Parnes, P. (198T8h)e. information Medical Centre, 350 Rumsey Rd., Toronto, Ontario,submitted for publication. Canada M4G 1R8. Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1T9h7e8).
PY - 1989/1
Y1 - 1989/1
N2 - This paper proposes a definition of communicative competence for individuals using augmentative and alternative communication (AAC) systems. The proposed definition suggests that communicative competence is a relative and dynamic, interpersonal construct based on functionality of communication, adequacy of communication, and sufficiency of knowledge, judgement, and skill in four interrelated areas: linguistic competence, operational competence, social competence, and strategic competence. Linguistic and operational competencies refer to knowledge and skills in the use of the tools of communication; social and strategic competencies reflect functional knowledge and judgement in interaction. The paper urges future research to validate the proposed definition of communicative competence and suggests some implications for assessment and intervention in the AAC field.
AB - This paper proposes a definition of communicative competence for individuals using augmentative and alternative communication (AAC) systems. The proposed definition suggests that communicative competence is a relative and dynamic, interpersonal construct based on functionality of communication, adequacy of communication, and sufficiency of knowledge, judgement, and skill in four interrelated areas: linguistic competence, operational competence, social competence, and strategic competence. Linguistic and operational competencies refer to knowledge and skills in the use of the tools of communication; social and strategic competencies reflect functional knowledge and judgement in interaction. The paper urges future research to validate the proposed definition of communicative competence and suggests some implications for assessment and intervention in the AAC field.
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UR - http://www.scopus.com/inward/citedby.url?scp=84961428981&partnerID=8YFLogxK
U2 - 10.1080/07434618912331275126
DO - 10.1080/07434618912331275126
M3 - Article
AN - SCOPUS:84961428981
SN - 0743-4618
VL - 5
SP - 137
EP - 144
JO - Augmentative and Alternative Communication
JF - Augmentative and Alternative Communication
IS - 2
ER -