This research focused on variables that might influence the learning of Augmentative and Alternative Communication (AAC) symbols for students who have a disability and are culturally and linguistically diverse (CLD). The purpose of our research was to investigate how three groups of participants interpreted Picture Communication Symbols: Families who speak Vietnamese and Spanish as well as English speaking service providers. Additionally, we investigated whether certain word class were perceived as more (or less) translucent than others. Teaching symbol-to-referent associations for learners who are CLD and their families could influence their use of AAC, ultimately enhancing their communication. In addition, using symbol sets that have been identified to have greater translucency could facilitate this learning. Results showed that participants' language was not predictive of ratings. PCS symbols representing nouns and action verbs were as perceived more translucent than symbols representing descriptive (adjectives) and social phrases. Implications for the practice of AAC and symbol lection are discussed.
文獻顯示，不論學習者年齡，符號的具像透明度越高，越有助於符號學習的速度和正確性。然而，現有文獻及符號圖庫大多以說英文之學習者為主，鮮少探討具文化語言多樣性背景之學習者。教導有文化語言多樣性背景的身心障礙學習者和家人符號和物件之間的關聯性，意即符號具像透明度，有助於他們使用符號溝通。本研究探討有文化語言多樣性背景者可能影響溝通符號學習之變因。研究對象共有三個群體，含說越語的家長、說西文的家長和說英文的實務工作者。再者，本研究也探討圖片溝通符號圖庫(Picture Communication Symbols)中不同文字詞性的符號具像透明度是否有差異。本研究結果發現，文化語言背景並不能預測符號具像透明度的高低。圖片溝通符號圖庫中代表的名詞和動詞之符號具像透明度比形容詞和社交詞彙高。本研究最後提供符號圖庫的選擇方法和輔助溝通實務上的建議。
