more than words: storytelling in diverse ways
Expanding our understanding of "storytelling" to encompass nonverbal methods highlights the abilities of minimally speaking autistic children and others who communicate differently.
Traditionally, when we think of storytelling, we often overlook minimally speaking children. Most research on narratives has concentrated on children who use spoken language, such as interventions, although more evidence is still needed in this area. As SLPS, we typically emphasize verbal storytelling, but there's more to a compelling narrative than just spoken words.
According to Farndale & Reichelt (2023), children draw on various cultural, linguistic, and neurodiverse ways to express themselves. Therefore, modes of expression such as visual, gestural, spatial, auditory, and tactile deserve greater acknowledgment in literacy.
Farndale & Reichelt urge us to reconsider what constitutes storytelling. To recognize the strengths in stories shared by neurodiverse preschoolers (as well as those from diverse linguistic and cultural backgrounds), we need to look beyond verbal communication to nonverbal methods. The authors discovered that Australian preschoolers, even those with limited verbal skills, were able to create rich, well-structured stories through the use of props, facial expressions, sound effects, and drawing.
To capture the various ways children shared their stories, the authors employed a coding system that encompassed six semiotic modes:
Visual: Using props like toys and drawings/paintings.
Gestural: Using facial expressions, touch, and eye gaze.
Spatial: Meaningful movement of props in story spaces.
Auditory: Incorporating sound effects.
Linguistic: Using spoken language, including translanguaging and onomatopoeia.
Touch: Handling props and collaborative interactions.
By adopting this descriptive analysis, we can broaden our understanding of how children construct stories. This challenges us to be more inclusive. By recognizing the multimodal nature of children's stories, we can highlight their communicative abilities beyond words and acknowledge their competence as storytellers. Otherwise, as the authors warn, the skills of minimally speaking autistic children and those with different first languages may go unnoticed in traditional educational settings that prioritize written English texts. Adjusting what we are looking for in storytelling might be an adjustment, but our goal as SLPs should always be to become more inclusive and aware.
So the next time you’re evaluating a child’s narrative skills, spend some time focusing on what the child is showing you and not just saying. You might be surprised.
Douglas, Susan (2023). Tell me... no, wait! Show me a story. Informed SLP. https://www.theinformedslp.com/review/Tell-me-no-wait-Show-me-a-story
