Embodied Cognition and Language Appropriation: Recycling with Difference by a Child with Congenital Deafblindness and Multiple Disability
This article uses microanalysis of a video case example of embodied cognition and language appropriation in a child with congenital deafblindness and multiple disability. The creative and generative nature of the child’s expressions are highlighted in this analysis in an exploration of the dialogical concept of recycling (Linell, 2010), in particular recycling with difference (Anward, 2004; 2014). The central notion of simulation in cognition is challenged here by highlighting the status of the child’s expressions as re-workings rather than representations or copies of the original interaction. The account of the micro-analysis of alignment in the case is linked to the cognitive-linguistic perspective of dialogic syntax with its key notions of parallelism, resonance and engagement.
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