As Ragnar Rommetveit put it forty years ago, dialogue is “the architecture of intersubjectivity”: a tool not only for maintaining yet also constantly transforming our life-worlds. The volume advances and empirically illustrates the role of talk-in-interaction in displaying, ratifying, creating yet also defying the crucial dimensions of the world we live in. This process is particularly noticeable in children’s primary social worlds, i.e. home and school where they are socialized to becoming competent members of the communities they (will) live in. Drawing on fifty years of research on children's socialization through language and social interaction, the volume provides new multidisciplinary insights and updated empirical data on the process through which cultures, identities, and knowledge are brought into being through the everyday dialogues that animate children’s life at home and school. The volume addresses a specialized readership and its interdisciplinary framework ensures that it will be of great interest to scholars from different academic fields, such as social and developmental psychology, anthropology, education, developmental linguistics, sociolinguistics and developmental pragmatics.

lgrsnf/Language and Social Interaction at Home and School (Dialogue Studies) [3036485].pdf

Benjamins Publishing Company, John

Dialogue studies, Philadelphia, 2021

Amsterdam/Philadelphia, 2021

Netherlands, Netherlands

Language and Social Interaction at Home and School
Editorial page
Title page
Copyright page
Table of contents
Introduction. Language, culture and social interaction
1. Introduction
2. The constructivist stance: Human agency and the centrality of language
3. Language and interaction as socialization practices: Vygotsky and the social nature of mind
4. The vygotskian renaissance in the 80s
5. Language diversity, culture, and cognition
6. Societies, cultures, and ways of speaking: Insights from the ethnography of communication
7. The language socialization paradigm
8. Beyond language: Artifacts and other semiotic resources as socialization devices
9. Structure of the volume
References
Part I. Dialogues at home
Preface
References
1. Children’s socialization to multi-party interactive practices
1. Introduction
2. State of the art
2.1 A situated approach to language development
2.2 Family dinner as multi-party discourse
3. Data and method
4. Participant involvement in multiparty interactions
4.1 Speakers
4.2 Addressees
4.3 Involved participants
5. The topics of family dinner interactions
5.1 Reference to self and others
5.2 Reference to dinner versus other activities
6. Conclusion
References
2. Making unquestionable worlds
1. Introduction
2. Mundane morality and everyday practices
2.1 Morality in everyday family life: Children’s socialization and culture construction
2.2 Mealtime morality
3. Data corpus and procedures
4. The construction of food as a common good
5. Food and water as valuable goods per se
5.1 Wasting water as a reprimandable activity: The use of elliptical directives as a resource
5.2 Water as a morally laden object: The use of impersonal negative deontic declaratives
5.3 “Do we throw everything away every time?”: Rhetorical questions as indirect statements of the rule
5.4 Leftover food as a morally loaded object: Asking for an account and “disguised direct
6. Discussion
7. Building unquestionable worlds: Concluding remarks
References
3. Talking to children with atypical development
1. Interactional studies of children with atypical development
2. Communication in children with Down syndrome
2.1 Focus of the study
2.2 The ‘Are you going to’ question and the role of time in action solicits
3. Method
3.1 Participants
3.2 Data collection and preparation
3.3 Analysis
4. Asking ‘Are you going to’ questions to children with Down syndrome
4.1 The ‘Are you going to’ question as request for information
4.2 ‘Are you going to/are you going/you gonna’ questions as action solicits
4.3 Ambiguous AYGT/AYG/YG questions
4.4 AYGT questions oriented to divert the child from another course of action
4.5 Variability in use of AYGT/AYG/YG questions
5. Discussion
Acknowledgment
References
Appendix
4. Promoting communication practices about school activities in multilingual families
1. Introduction: Bilingual immigrant children and academic language
2. Communicative practices connected to school activities
3. Con parole mie: Research design and context
4. Findings
4.1 Setting-oriented contributions
4.2 Task-oriented contributions
4.3 Content-oriented contributions
4.4 Language-oriented contributions
5. Conclusions
References
Appendix 1
Sessions
PART II. Dialogues at school
Preface
References
5. Language, interaction, and culture at school
1. Introduction
2. Studying the language of education: An historical background
3. The ethnography of schooling
4. Teaching and learning as socially organized communicative activities
4.1 On doing “being the teacher”: Three resources for pursuing an answer
4.2 On doing “being the teacher”: Assessing and the ratification of knowledge in instructional sequences
4.3 Communicating in the classroom: The interactional competences of the students
5. Language as a learning object and language as a learning tool: The case of second language acquisition
6. Contemporary challenges
References
6. Dialogicity in diapers
1. Introduction
2. Intersubjectivity in adult-child interaction: A dialogical perspective
3. The paradigm of communicative musicality
4. Corpus and methodology
5. Analysis of narrative profiles: Attunement and misattunement in interaction
5.1 The attunement profile of interaction: An illustration
5.2 The misattunement profile of interaction: An illustration
6. Discussion
7. Conclusions and psycho-pedagogical implications
Acknowledgment
References
7. Challenging the triadic dialogue format
1. Introduction
2. Background literature on pupils’ answering practices
3. Data and method
4. The organisation of answering in teacher-led whole-class activities
4.1 Bids to answer or self-selection in response to addressed questions: negotiating speakership
4.2 Bids to answer or self-selection in response to unaddressed questions
4.3 Being the first to answer: When pupils self-select
5. Conclusions
References
8. Building bridges
1. Introduction
2. Background to shared education
3. Research evidence on shared education
4. Methodology
5. Analysis
5.1 Context of the schools
5.2 Identity and intergroup relations in northern ireland
5.3 Culture of avoidance
5.4 Reflections on the rationale for shared education
References
9. Facilitating children’s elicitation of interlaced narratives in classroom interactions
1. Introduction
2. Data
3. The analysis of interlaced narratives in classroom interactions: Theoretical background
3.1 Facilitation, agency and epistemic authority
3.2 Structures of positioning
3.3 The analysis
4. Analysis of facilitation supporting children’s agency as elicitation of new narratives
4.1 Questions and invitations
4.2 Leaving the floor to children’s elicitation of new narratives
4.3 Enhancing interruptions as narratives
5. Facilitation that treats children’s interruptions as obstacles to narrative
5.1 Providing quick feedback and going back to the interrupted narrative
5.2 Providing feedback to critical contributions
5.3 Ignoring the interruptions
6. Conclusions
References
Anchor 178
Appendix
Transcription conventions
10. Student-teacher e-mail interaction as asynchronous dialogue in an academic setting
1. Introduction
2. Theoretical background
3. Methodology
4. Data and discussion
4.1 E-mail structure
4.2 Process types
5. Conclusion
References
Contributors
Index

"As Ragnar Rommetveit put it forty years ago, dialogue is "the architecture of intersubjectivity": a tool for not only mantaining yet also constantly transforming our life-worlds. The volume advances and empirically illustrates the role of talk-in-interaction in displaying, ratifying, creating yet also defying the crucial dimensions of the world we live in. This process is particularly noticeable in children's primary social worlds, i.e. home and school where they are socialized to becoming competent members of the communities they (will) live in. Drawing on fifty years of research on children socialization through language and social interaction, the volume provides new multidisciplinary insights and updated empirical data on the process through which cultures, identities, and knowledge are brought into being through the everyday dialogues that animate children's life at home and school. The volume addresses a specialized readership, its interdisciplinary framework ensures that it will be of great interest to scholars from different academic fields, e.g. social and developmental psychology, anthropology, education, developmental linguistics, sociolinguistics and developmental pragmatics"-- Provided by publisher

2024-05-30