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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Addressing patients’ communication support needs through speech-language pathologist-nurse information-sharing: Employing ethnography to understand the acute stroke context
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Evaluación y descripción del desarrollo del discurso narrativo en español/Evaluation and description of narrative development in Spanish
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A pilot economic evaluation of a feasibility trial for SUpporting wellbeing through PEeR-Befriending (SUPERB) for post-stroke aphasia
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A systematic review of speech, language and communication interventions for children with Down syndrome from 0 to 6 years
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| 6 |
Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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| 7 |
Managing ongoing swallow safety through information-sharing: an ethnography of speech and language therapists and nurses at work on stroke units
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A Systematically Conducted Scoping Review of the Evidence and Fidelity of Treatments for Verb and Sentence Deficits in Aphasia: Sentence Treatments
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| 9 |
Understanding and Supporting Peer Relationships in Adolescents with Acquired Brain Injury: A Stakeholder Engagement Study
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| 10 |
Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?
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| 11 |
Time for talk: The work of reflexivity in developing empirical understanding of speech and language therapist and nursing interaction on stroke wards
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Abstract:
This chapter explores the contribution made by reflexive work to ethnographic findings with respect to time for interaction between speech and language therapists and nurses. The study explored information-sharing between professionals from these disciplines on three stroke units across three hospitals in the UK. The researcher was a member of one of these professions (speech and language therapy), making reflexivity a particularly important mechanism for approaching the perspectives of both disciplines in as egalitarian a way as possible. The ethnography provided an explanation for how the temporal-spatial context of stroke unit care influenced the nature of the information that was shared, with a privileging effect on information that was quick to share and relatively easy to use. Speech and language therapists needed to manage their information-sharing needs with nurses in a context where they perceived interaction to be interruptive to nursing work. The process of doing the research involved asking nurses to divert attention from patient care to participate in research activities, providing insights about time and space that mirrored aspects of empirical findings. Reflexive work thus served both as mechanism for accounting for subjectivities and as an additional lens for understanding the findings.
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Keyword:
BF Psychology; P Philology. Linguistics; RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry; RT Nursing
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URL: https://openaccess.city.ac.uk/id/eprint/27738/1/Accepted%20Manuscript%20Ethnog%20Chapter%20for%20repository.pdf
https://doi.org/10.1007/978-981-16-8317-6
https://openaccess.city.ac.uk/id/eprint/27738/
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| 12 |
Preposition Stranding in Spanish–English Code-Switching
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In: Languages; Volume 7; Issue 1; Pages: 45 (2022)
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| 13 |
Spattered with Words: a stylistic toolkit accounting for the 'theatricality' behind the playwright/screenwriter's use of real and improvised language in creating drama texts.
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| 14 |
Johannes Klatt, Librarian for Oriental Manuscripts at the Royal Library in Berlin from 1872 to 1892
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Managing data for integrated speech corpus analysis in SPeech Across Dialects of English (SPADE)
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| 16 |
The social and psychological work of metaphor: a corpus linguistic investigation
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| 17 |
Sociolinguistic variation in the Yāl Saʿad dialect in northern Oman
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| 18 |
Populism, affect and meaning-making: a discoursive (de)construction of the Brazilian people
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| 19 |
A moça tecelã: uma proposta para o ensino de leitura e compreensão textual
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In: Olhares & Trilhas; v. 24 n. 1 (2022): PRÁTICAS DOCENTES NA EDUCAÇÃO BÁSICA: perspectivas teóricas e metodológicas ; 1983-3857 ; 1518-2851 (2022)
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| 20 |
What Are Bob and Alice saying? [Mis]communication and Intermediation Between Language and Code
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