Minttu Laine
People engage in interaction and meaning-making by employing semiotic resources like lexical items, gestures, facial expressions and objects in the environment (Kääntä & Haddington, 2011; Kusters & al. 2017). These means can be differentially accessible to each participant. While an interpreter has a significant role in the interaction between the participants that use different languages or modes of communication, each participant can be multimodally literate (Davitti & Pasquandrea, 2017, 106) i.e. they can pay attention to observing and interpreting the embodied conduct of each other.
The workshop is based on research, everyday observations and discussion. The opening talk addresses accessibility and multimodal literacy from the point of view of sighted deaf-hearing interpreter-mediated interaction. In the discussion we will address questions such as:
What is multimodal literacy in face to face interaction?
How is multimodal observation possible?
In what kind of moments is multimodal literacy particularly relevant for all participants?
How does multimodal literacy connect to accessibility in a single interactional event?
References
Davitti, E., & Pasquandrea, S. (2017). Embodied participation: What multimodal analysis can tell us about interpreter-mediated encounters in pedagogical settings. Journal of pragmatics, 107, 105-128. https://doi.org/10.1016/j.pragma.2016.04.008
Kusters Annelies, Massimiliano Spotti, Ruth Swanwick & Elina Tapio (2017) Beyond languages, beyond modalities: transforming the study of semiotic repertoires, International Journal of Multilingualism, 14:3, 219-232, DOI: 10.1080/14790718.2017.1321651
Kääntä L. & Haddington, P. (2011). Johdanto multimodaaliseen vuorovaikutukseen. Teoksessa Haddington, P., & Kääntä, L. (toim.). Kieli, keho ja vuorovaikutus: Multimodaalinen näkökulma sosiaaliseen toimintaan. Ss. 11-45. Kirjallisuuden Seura.
