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Čekaitė, A. & Evaldsson, A.-C. (2019). Stance and footing in children’s multilingual play: Rescaling practices in a Swedish preschool. Journal of Pragmatics, 144, 127-140
Open this publication in new window or tab >>Stance and footing in children’s multilingual play: Rescaling practices in a Swedish preschool
2019 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 144, p. 127-140Article in journal (Refereed) Published
Abstract [en]

This study examines how young immigrant children in multilingual playful activities with peers and adults engage with and explore heritage language forms (e.g., their features, social values and pragmatic uses), as well as transgress boundaries between different language varieties. It is argued that such ludic language practices – located and enacted within micro-interactional processes – in turn link to and contribute to macro-level socio-cultural values and tensions of languages. The selected data constitute a case study based on a video-ethnography of multilingual language practices in a preschool (for 3- to 6-year-olds) with a Swedish monolingual policy. It is found that the children's multilingual play involve the exploitation of heritage language and linguistic incongruities: it takes the shape of exaggerated repetitions, transformations of language forms (phonetic, morphological and syntactic features), various keying resources, i.e., affective (serious or ludic) and metalinguistic stances. The findings underscore the importance of taking into account young immigrant children's agency in creating new spaces (e.g., ludic or instructional activities) for heritage language forms and varieties as they are used for entertaining, rather than educational purposes.

Place, publisher, year, edition, pages
Elsevier, 2019
Keywords
Stance, Footing, Scale, Children's peer interactions, Language play, Heritage language
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:liu:diva-147712 (URN)10.1016/j.pragma.2017.11.011 (DOI)000469161300010 ()2-s2.0-85039435091 (Scopus ID)
Funder
Swedish Research Council
Available from: 2018-05-06 Created: 2018-05-06 Last updated: 2019-07-01Bibliographically approved
Bergnehr, D. & Čekaitė, A. (2018). Adult-initiated touch and its functions at a Swedish preschool: controlling, affectionate, assisting and educative haptic conduct. International Journal of Early Years Education, 28(1), Article ID 16.
Open this publication in new window or tab >>Adult-initiated touch and its functions at a Swedish preschool: controlling, affectionate, assisting and educative haptic conduct
2018 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 28, no 1, article id 16Article in journal (Refereed) Published
Abstract [en]

The present study examines adult–child touch and its functions in a Swedish preschool (for 1 to 5-year-old children). The data are naturalistic observations and video-recorded data of everyday preschool activities. The study describes the frequently occurring functions of educators’ haptic conduct (control, affectionate, affectionate-control, assisting and educative touch), discussing them in relation to the children's age, gender and type of the preschool activity. It reveals the complexity of touch, demonstrating that physical contact is used for a variety of purposes in the educators’ daily work. The educators employed touch without force, and the children did not respond with explicit and forceful resistance (such as pushing back or otherwise protesting). Adult-initiated haptic behaviour served a continuum of social purposes – from social–relational work, such as establishing and building affectively positive, caring, social relations, to practical and educative organisational efforts to manage the complex and busy preschool life. The distribution of adult–child touch categories brings attention to the bodily aspects of the early childhood educational setting and highlights some of the ways in which the requirements of the Swedish curriculum for Preschool and its focus on educare are actualised in the educators’ embodied conduct.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Adult–child interactions, touch, early childhood education, educare, embodiment
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-147713 (URN)10.1080/09669760.2017.1414690 (DOI)2-s2.0-85039171349 (Scopus ID)
Funder
Swedish Research Council
Available from: 2018-05-06 Created: 2018-05-06 Last updated: 2018-05-09Bibliographically approved
Goodwin, M. & Čekaitė, A. (2018). Embodied family choreography: Practices of control, care and mundane creativity (1ed.). Great Britain: Routledge
Open this publication in new window or tab >>Embodied family choreography: Practices of control, care and mundane creativity
2018 (English)Book (Refereed)
Abstract [en]

Embodied Family Choreography documents the lived and embodied practices employed to establish, maintain, and negotiate intimate social relationships in the family, examining forms of control, care, and creativity. Making use of the extensive video archives of family interaction in the US and Sweden, it presents the first investigation of how touch and interaction between bodies, in conjunction with talk, constitute a primary means of orchestrating activities through directives, thus creating rich relationships through supportive interchanges, and engaging in playful explorations of the world. Through close investigation of the sequential and simultaneous engagement of bodies interacting with other bodies, this book makes visible the important role touch plays in the context of contemporary Western middle class family life and is pioneering in its analysis of how the visual, aural, and haptic senses (usually analysed separately) mutually elaborate one another. As such, Embodied Family Choreography will appeal to scholars of child development, the sociology of the family and ethnomethodology and conversation analysis.

Place, publisher, year, edition, pages
Great Britain: Routledge, 2018. p. 299 Edition: 1
Series
Directions in Ethnomethodology and Conversation Analysis
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-147716 (URN)9781138633261 (ISBN)9781315207773 (ISBN)
Funder
Swedish Research Council
Available from: 2018-05-07 Created: 2018-05-07 Last updated: 2018-05-15Bibliographically approved
Čekaitė, A. (2018). Microgenesis of language creativity: Innovation, conformity and incongruence in children's language play. Language sciences (Oxford), 65, 26-36
Open this publication in new window or tab >>Microgenesis of language creativity: Innovation, conformity and incongruence in children's language play
2018 (English)In: Language sciences (Oxford), ISSN 0388-0001, E-ISSN 1873-5746, Vol. 65, p. 26-36Article in journal (Refereed) Published
Abstract [en]

The study examines young children's engagement in language creativity, in this instance, spontaneous language play. It presents an analysis of peer group interaction in a multilingual preschool setting for 3- to 6-year-olds in Sweden. Combining video-ethnography and detailed interactional analysis, it explores the interactional organization, textual features, evaluative/affective stances and social functions that characterize language play. The theoretical perspective draws on interactional sociolinguistics and the Vygotskian (2004) notion that imagination and creativity are built on patterning (i.e., recognizability), innovative transformations and manipulations of prior materials, experiences and understandings. Here, creativity is shown to be a collective and normatively guided process: it is located in peer group collaborative performances, and involves peer group language, affective and aesthetic socialization. The analysis shows that children's spontaneous language play is characterized by an aesthetic in which that which is incongruent, unexpected and also recognizable is exploited and appreciated. It feeds on the ongoing tension between predictability (routine of culturally recognizable activities) and the novelty/improvisational character of in situperformance. Creative language use serves as a multifaceted locus for aesthetic, affective and normative (ideological) stance taking and mutual socialization. Through their performances, the children socialize each other into sensitivity to what kind of contributions constitute valued verbal genres of the peer group culture.

Place, publisher, year, edition, pages
Pergamon Press, 2018
Keywords
Language play, Creativity, Child interaction, Repetition, Performance
National Category
Specific Languages
Identifiers
urn:nbn:se:liu:diva-142086 (URN)10.1016/j.langsci.2017.01.007 (DOI)000419414900004 ()2-s2.0-85021361082 (Scopus ID)
Projects
Communicating emotions, embodying morality
Funder
Swedish Research Council
Note

Funding agencies: Swedish Research Council (VR)

Available from: 2017-10-21 Created: 2017-10-21 Last updated: 2018-01-22Bibliographically approved
Cekaite, A. (2016). Touch as social control: Haptic organization of attention in adult-child interactions. Journal of Pragmatics, 92, 30-42
Open this publication in new window or tab >>Touch as social control: Haptic organization of attention in adult-child interactions
2016 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 92, p. 30-42Article in journal (Refereed) Published
Abstract [en]

This study examines the interactional organization of sustained (temporally extended) control touch, deployed in adult child encounters in Swedish primary school and family settings. The detailed analysis shows that sustained touches are employed by adults to manage and monitor childrens participation, usually calling for appropriate displays of attention to particular activities. Sustained touch sets the evolving limits on the childs postural orientation and movements by establishing a sensorial, corporeal contact and is instrumental in arranging the childs bodily positioning into a particular participation framework. Retrospectively, it orients to the child recipients inattentiveness and inappropriate participation. Prospectively, it solicits and sustains the childs coordinated and attentive participation in activities that constitute a state of talk, e.g. interactionally big packages (Sacks, 1995), i.e., adults extended instructions or disciplining. In multi-tasking situations, sustained touch works to manage the multiple overlapping participation frameworks. The adult, already engaged in a talk-based activity, constrains the touch recipients conversational contribution, or puts it on hold, using sustained touch as a prosthetic resource to signal her/his prospective attention. In all, the interactional analysis of interpersonal touch shows how the situational conditions, social roles and relations inform and shape body behavior. (C) 2015 Elsevier B.V. All rights reserved.

Place, publisher, year, edition, pages
ELSEVIER SCIENCE BV, 2016
Keywords
Touch; Adult-child interactions; Social control; Attention; Embodiment
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-126144 (URN)10.1016/j.pragma.2015.11.003 (DOI)000370090100003 ()
Note

Funding Agencies|Swedish Research Council

Available from: 2016-03-15 Created: 2016-03-15 Last updated: 2017-11-30
Tholander, M. & Cekaite Thunqvist, A. (2015). Konversationsanalys (2ed.). In: Andreas Fejes & Robert Thornberg (Ed.), Handbok i kvalitativ analys: (pp. 194-217). Liber
Open this publication in new window or tab >>Konversationsanalys
2015 (English)In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Liber, 2015, 2, p. 194-217Chapter in book (Other academic)
Abstract [sv]

Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja

Place, publisher, year, edition, pages
Liber, 2015 Edition: 2
Keywords
konversationsanalys, kvalitativ metod, klassrums samspel, samtalsanalys
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-113800 (URN)978-91-47-11165-7 (ISBN)
Available from: 2015-01-30 Created: 2015-01-30 Last updated: 2018-01-11Bibliographically approved
Kheirkhah, M. & Cekaite, A. (2015). Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent-Child Interactions. Multilingua - Journal of Cross-cultural and Interlanguage Communiciation, 34(3), 319-346
Open this publication in new window or tab >>Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent-Child Interactions
2015 (English)In: Multilingua - Journal of Cross-cultural and Interlanguage Communiciation, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 34, no 3, p. 319-346Article in journal (Refereed) Published
Abstract [en]

The present study explores language socialization patterns in a Persian-Kurdish family in Sweden and examines how "one-parent, one-language" family language policies are instantiated and negotiated in parent-child interactions. The data consist of video-recordings and ethnographic observations of family interactions, as well as interviews. Detailed interactional analysis is employed to investigate parental language maintenance efforts and the childs agentive orientation in relation to the recurrent interactional practices through which parents attempt to enforce a monolingual, heritage language "context" for parent-child interaction. We examine the interactional trajectories that develop in parents requests for translation that target the focus childs (a 7-year-old girls) lexical mixings. These practices resembled formal language instruction: The parents suspended the ongoing conversational activity, requested that the child translate the problematic item, modeled and assessed her language use. The instructional exchanges were asymmetrically organized: the parents positioned themselves as "experts", insisting on the childs active participation, whereas the childs (affectively aggravated) resistance was frequent, and the parents recurrently accommodated the child by terminating the language instruction. The study argues that an examination of childrens agency, and the social dynamics characterizing parental attempts to shape childrens heritage language use, can provide significant insights into the conditions for language maintenance

Place, publisher, year, edition, pages
De Gruyter, 2015
Keywords
language maintenance; family language policy; childrens bilingual development; language ideologies; family interaction
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-118043 (URN)10.1515/multi-2014-1020 (DOI)000353138300002 ()
Available from: 2015-05-21 Created: 2015-05-20 Last updated: 2017-12-04
Cekaite, A. (2015). The Coordination of Talk and Touch in Adults Directives to Children: Touch and Social Control. Research on Language and Social Interaction, 48(2), 152-175
Open this publication in new window or tab >>The Coordination of Talk and Touch in Adults Directives to Children: Touch and Social Control
2015 (English)In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 48, no 2, p. 152-175Article in journal (Refereed) Published
Abstract [en]

Adults sometimes accompany the directives they issue to children about their actions and movements with bodily contact (for example, shoving, guiding, or pushing). This article explores the interactional uses and meanings of such combinations of spoken directive and bodily contact that involves touch in data from families and primary educational settings in Sweden. The focus is on how the timing and coordination of haptics (communicative acts of touch), speech, and contextual factors produce communicative meanings. Findings reveal how touch and talk are synchronized to achieve the childs compliance to directives. Laminated (that is, multimodal) directives combine concurrent use of imperatives with adults own haptic acts, signaling and enforcing the onset and/or trajectory of the required movement. They constitute the prevalent pattern of use, as compared to the use of control touch without accompanying verbalization. Haptic control formats are usually responsive to the child recipients noncompliant responses. The data are in Swedish with English translation.

Place, publisher, year, edition, pages
Taylor andamp; Francis (Routledge): SSH Titles, 2015
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-118249 (URN)10.1080/08351813.2015.1025501 (DOI)000354174000002 ()
Note

Funding Agencies|Swedish Research Council (VR)

Available from: 2015-05-22 Created: 2015-05-22 Last updated: 2017-12-04
Cekaite, A., Blum-Kulka, S., Gröver, V. & Teubal, E. (2014). Children's peer talk and learning: Uniting discursive, social and cultural facetsof peers' interaction (1ed.). In: Cekaite Asta (Ed.), Children's peer talk: Learning from each other (pp. 3-20). Cambridge: Cambridge University Press
Open this publication in new window or tab >>Children's peer talk and learning: Uniting discursive, social and cultural facetsof peers' interaction
2014 (English)In: Children's peer talk: Learning from each other / [ed] Cekaite Asta, Cambridge: Cambridge University Press, 2014, 1, p. 3-20Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cambridge: Cambridge University Press, 2014 Edition: 1
Keywords
children, peer group, learning, social interaction
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-114938 (URN)978-1-107-01764-1 (ISBN)
Available from: 2015-03-05 Created: 2015-03-05 Last updated: 2015-03-20
Cekaite, A., Blum-Kulka, S., Grøver, V. & Teubal, E. (Eds.). (2014). Children’s peer talk: learning from each other. Cambridge: Cambridge University Press
Open this publication in new window or tab >>Children’s peer talk: learning from each other
2014 (English)Collection (editor) (Other academic)
Abstract [en]

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.

Place, publisher, year, edition, pages
Cambridge: Cambridge University Press, 2014. p. 277
Keywords
Children Language, Interpersonal communication in children, Discourse analysis, Second language acquisition, Communication, Children, Andraspråksinlärning, Barnspråk, Barn, Kommunikation
National Category
Social Sciences Interdisciplinary Specific Languages
Identifiers
urn:nbn:se:liu:diva-110366 (URN)1139860739 (ISBN)9781107017641 (ISBN)
Available from: 2014-09-09 Created: 2014-09-09 Last updated: 2018-01-11
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4580-3002

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