Children's Peer Talk

Erscheinungsjahr 2017
ISBN: 978-1-107-01764-1
Verlag: Cambridge University Press

Buch, Englisch, 288 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 574 g

Inside and outside the classroom, children of all ages spend time interacting with their peers. Through these early interactions, children make sense of the world and co-construct their childhood culture, while simultaneously engaging in interactional activities which provide the stepping stones for discursive, social and cognitive development. This collection brings together an international team of researchers to document how children's peer talk can contribute to their socialization and demonstrates that if we are to understand how children learn in everyday interactions we must take into account peer group cultures, talk, and activities. This book will be of interest to students and researchers in the fields of language acquisition, sociolinguistics, pragmatics and discourse analysis, and related disciplines. It examines naturally occurring talk of children aged from three to twelve years from a range of language communities, and includes ten studies documenting children's interactions and a comprehensive overview of relevant research.

Autoren/Hrsg.

Cekaite, Asta

Blum-Kulka, Shoshana

Grøver, Vibeke

Teubal, Eva

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition
• Geisteswissenschaften Sprachwissenschaft Soziolinguistik

Inhaltsverzeichnis

1. Children's peer talk and learning: uniting discursive, social and cultural facets of peer interaction. Editors' introduction Asta Cekaite, Shoshana Blum-Kulka, Vibeke Grøver and Eva Teubal; Part I. Children's Peer Talk and Extended Discourse: 2. 'Now I said that Danny becomes Danny again' – a multifaceted view of kindergarten children's peer argumentative discourse Sara Zadunaisky Ehrlich and Shoshana Blum-Kulka; 3. Narrative performance, peer group culture and narrative development in a preschool classroom Ageliki Nicolopoulou, Carolyn Brockmeyer Cates, Aline de Sá and Hande Ilgaz; 4. 'Let's pretend you're the wolf!' The literate character of pretend play discourse in the wake of a story Esther Vardi-Rath, Eva Teubal, Hadassah Aillenberg and Teresa Lewin; 5. Explanatory discourse and historical reasoning in children's talk: an experience of small group activity Camilla Monaco and Clotilde Pontecorvo; 6. Evaluation in pre-teenagers' informal language practices around texts from popular culture Janet Maybin; Part II. Children's Peer Talk and Second Language Learning: 7. Peer interaction, framing and literacy in preschool bilingual pretend play Amy Kyratzis; 8. Metasociolinguistic stance taking and the appropriation of bilingual identities in everyday peer language practices Ann-Carita Evaldsson and Sahlström Fritjof; 9. 'Say princess' – the challenges and affordances of young Hebrew L2 novices' interaction with their peers Shoshana Blum-Kulka and Naomi Gorbatt; 10. Language play, peer group improvisations and L2 learning Asta Cekaite and Karin Aronsson; 11. The potentials and challenges of learning words from peers in preschool. A longitudinal study of second-language learners in Norway Veslemøy Rydland, Vibeke Grøver and Joshua Lawrence; 12. What, when and how do children learn from talking with peers? Katherine Nelson.

Über Autor(innen)

Grøver, Vibeke
Vibeke Grøver is Professor of Education in the Department of Education at Universitetet i Oslo.

Teubal, Eva
Eva Teubal is Professor Emerita of Early Childhood Education at the David Yellin Academic College of Education, Jerusalem.

Blum-Kulka, Shoshana
Shoshana Blum-Kulka (1936–2013) was Professor Emerita in the Department of Communication and the School of Education at the Hebrew University of Jerusalem.

Cekaite, Asta
Asta Cekaite is Professor of Child Studies in the Department of Thematic Research at Linköpings Universitet, Sweden.