The multi-modality of language and communication

It has been my experience that there are many ways to communicate. Children communicate in many ways through sound, gesture, sign, eye gaze, and spoken language to name a few. When I was first considering the subject for a research paper and blog, I first viewed communication and language as verbalizing or not verbalizing through spoken words. From my place in the world as a verbal, able-bodied woman this was my primary position of communication-that from a verbal speaking person.

I am provoked by this thought. I realize that within this position I am having a challenging time understanding the “Otherwise” as MacNaughton (2005), states in her article about dominant discourses from colonial society (p.p 146-187). I hypothesize that others who are verbal in spoken language including educators view children who communicate through different means as marginalized.

How can we ensure that children have a voice that is equally valued in whatever variation or modality they express themselves? How do we as educators strive to listen to and make space for all of the children's voices? How can children's expressions and communications be equally valued if they are not communicating through traditional methods of 'spoken' communication?

Michalko (2005), describes in his article Estranged Familiarity, how "local knowledge" is broad based and (in blindness) is an important point that must be noticed, accepted and valued in order to see a child's way of being in the world (p.p 176-183). Michalko, drawing on the work of Donna Haraway (1998), mentions that people without a disability tend to view this "local knowledge" as part of a “periphery, depths, below and underground...geographic location of disabled people” (p. 176-183). In examining Michalko's theory, I believe there is a desperate need for children's multi-modality of expressions to be equally valued with that of the 'spoken' language and the need for spaces to be created for children's voices to be heard and valued.

I have included a thought provoking video.




(Silentmiaow, 2007)

References

Mac Naughton, G. (2005). Doing Foucault in early childhood studies: Applying poststructural ideas. New York: Routledge.

Michelko, R. (2005). Estranged -Familiarity. In M. Corker & T. Shakespeare (Eds.), Disability and postmodernity: Embodying disability theory (p. 175-183). London: Continuum (formerly Cassell).

Silentmiaow, (2007, January 14 ).  In my language [video].  Retrieved from: http://www.youtube.com/watch?v=JnylM1hI2jc