Limited communicative resources due to dementia-related memory problems can be consequential for opportunities to claim epistemic rights and initiate and pursue communicative projects for persons living with dementia. This conversation analytic case study of a video-recorded homecare visit between Koki and his homecare nurse focuses on an extended negotiation concerning a factual disagreement related to a practical problem. The study explores how Koki manages to mobilize remaining communicative resources for initiating and pursuing a topical agenda, as well as how the caregiver recognizes and supports these initiatives. The analysis describes how a person with dementia manages to influence the course of action and, in collaboration with the interlocutor, succeeds in achieving two interrelated projects, one being within an epistemic domain and the other within a deontic domain. Koki’s persistent use of first actions, with repeated and upgraded knowledge claims, as well as embodied and verbal displays of a practical problem, contributes to influencing both the topical agenda and action agenda. The analysis shows how an attentive interlocutor may collaborate in identifying a practical problem and finding a solution to it, and thereby assist the person with dementia in taking control over his everyday life despite limited communicative resources.

In this introductory chapter, we provide a brief overview of some of the main topics related to dementia communication research that are addressed by the different chapters in this edited volume: Dementia and Diagnostics, Dementia and Conversational Strategies, Dementia and Epistemics, and Communicative Challenges in Everyday Social Life. One of the central aims of this volume is to shed more light on how persons with dementia accomplish relevant goals in interaction and also how changes in an individual’s discursive abilities may impact how conversationalists negotiate a world in common and continue to build their social relationships. All contributions for this edited volume draw on the methods of Conversation Analysis (CA), an approach to social interaction that provides a detailed view of the moment-by-moment accomplishment of social life. By exploring interactional practices through the lens of CA, this volume seeks to explore interactions involving people with dementia in a variety of contexts (everyday and institutional), pointing to both the interactional difficulties that often arise, but also the creativity and collaboration within these interactional encounters. A summary of each of the volume’s chapters is also provided.

This chapter uses conversation analysis to investigate how different quiz formats facilitate or impede participation in group quizzes for people living with dementia. Quizzes are an important way to prompt social interaction and engage people living with dementia. However, their reliance on memory and cognition can present difficulties for staff and players alike. Despite quizzes being based on a question–answer format, the way they are enacted can vary in the following ways: question formulation and type; the type of appropriate answer (i.e., is there one, or more than one, possible correct answer?); the social structure of the quiz (Is the quiz played in teams or individually? Do players self-select to answer or do so in a mediated turn allocation format?); the way the players are spatially organised. All these variations impact the degree to which players can engage with the activity and with one another. Through the examination of different types of quiz format, this chapter outlines and make recommendations for quiz structures which facilitate high participation and uptake, and low threats to face. Data are taken from a corpus of ten quizzes recorded in four different group settings in England.

For this chapter, we examine everyday interactions involving a person diagnosed with behavioral variant frontotemporal dementia (bvFTD; pseudonym Trudy). Drawing on the methods of conversation analysis, our specific research focus is placed on how knowledge is solicited, displayed and resisted in contexts of viewing family photos. Our data are taken from video recordings of Trudy at home in the presence of family, caregivers and two researchers. We found that looking at family photos comprised three different activities, each aiming to elicit a response from Trudy: ’Who are they?’; ’Who is that?’; ’Find X!’. Epistemic stances taken up by the participants were found to index Trudy’s ‘reduced’ epistemic domain with respect to her ability in recognizing family members in photos. On the other hand, it was also found that she was able to take up a position of epistemic authority when asserting who is not in the picture. To conclude, although Trudy was at times able to take up a position of epistemic authority to reveal her biographical knowledge, the conversational agenda mainly involved testing Trudy on what she knew, with the unfortunate result being that it was often made clear where she was lacking in knowledge.

Epistemics in EMCA involves the examination of what people know, how they demonstrate their knowledge, and how they design their contributions to take into account asymmetries of knowledge. In this chapter, we investigate epistemic practices in a classroom in the children’s first year of schooling to illustrate the ways in which an EMCA approach can unpack real time trajectories of knowledge management, even in very busy classrooms.

Accumulating studies have shown that ELF interaction can be multilingual, especially through the use of code-switching (e.g. Mauranen 2014, Cogo 2017). Research has also found that ELF-focused interactions can develop into multilingual interactions over time (Kalocsai 2009, Smit 2010). However, studies have yet to examine how such changes occur between two speakers and how the changes can be observed at the discourse level. Longitudinal video recordings of conversations between two participants were analysed using conversation analysis and the framework of epistemics. Detailed analyses of word search sequences demonstrated a gradual change in the speakers’ self-and-other positioning of knowing a code-switched word. The data also displayed emergent use of an interlocutor’s L1 that was not used in earlier recordings. Findings suggest that non-English words can be gradually introduced into ELF interactions over time as speakers learn each other’s L1s, and the development is recognized by the interlocutors.