Language and social interaction at home and school /

"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,...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Caronia, Letizia (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2021]
Colección:Dialogue studies.
Temas:
Social interaction.
Social interaction in children.
Cognition in children.
Language and languages > Variation.
Oral communication.
Interaction sociale.
Interaction sociale chez l'enfant.
Cognition chez l'enfant.
Variation (Linguistique)
Communication orale.
Cognition in children
Language and languages > Variation
Oral communication
Social interaction
Social interaction in children
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro
  • Language and Social Interaction at Home and School
  • Editorial page
  • Title page
  • Copyright page
  • Table of contents
  • Introduction. Language, culture and social interaction
  • 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

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