Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-4hhp2 Total loading time: 0 Render date: 2024-06-12T19:26:41.638Z Has data issue: false hasContentIssue false

12 - ‘That one not working, see’: problems with auxiliary verb processing

Published online by Cambridge University Press:  05 September 2012

Shula Chiat
Affiliation:
City University London
Get access

Summary

Ruth is a spirited 10-year-old who loves horse riding and wants to work in a stable when she grows up. She has lively exchanges with her class mates and teacher, chats enthusiastically about school and home activities, jokes, fantasises, gets embarrassed, has fun putting down friends or family, throws side-long glances at adults when she knows they are discussing her, is both keen and shy to take the stage. She is observant and sensitive and initiates conversation in just the ways you would expect of a girl approaching adolescence:

(Ruth has just come into the room)

R: I know, your hair cut.

SC: I'm going to have one? Or I have had one?

R: You have one.

SC: Yeah. I did have one. It's too short, isn't it? But it will grow.

R: Like me.

Ruth's open and interested demeanour only clouds over and closes up when her difficulties with language come into focus. At this point, she is likely to fire angry and conversation-closing words:

SC: Yeah, your hair's getting long. Who cuts your hair?

R: Tressers (rather distorted).

SC: Tracy's?

R: Nothing!! [_n] your business.

SC: (catching on, but too late) Oh, hairdressers! Like me.

Once her difficulties are touched on, and especially if they become apparent in public, she is likely either to withdraw or to lash out with expressions of rejection. These negative feelings also surface in role-play games which are in her control. She often acts out aggressive fantasies through the roles she creates:

(Ruth has SC working for her, and after ordering her about, finds ways of ensuring that her employee cannot get away)

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2000

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×