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Lära och leka med flera språk: Socialt samspel i flerspråkig förskola
Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
2006 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)Alternativ tittel
Learning and Playing in Several Languages : Social Interaction in a Multilingual Preschool (engelsk)
Abstract [sv]

Avhandlingens övergripande syfte är att studera barns sociala samspel med varandra och med vuxna i en flerspråkig förskolekontext. Mer specifikt studeras barnens språkanvändning i lek och i lärarledda aktiviteter, och hur barnen använder andra semiotiska resurser än språk för att åstadkomma deltagande i förskolans olika sammanhang. Studien belyser i också hur dessa kombineras och koordineras med tal. Avhandlingen består av ett mindre videomaterial från en australiensisk flerspråkig förskola och ett mer omfattande från en svensk flerspråkig förskola. Analytiskt och teoretiskt är avhandlingen influerad av ett etnometodologiskt perspektiv på socialt handlande, och konversationsanalys (CA) har tjänat som ett metodologiskt analysredskap. Det innebär att detaljerade transkriptioner och analyser av barnens sociala samspel har genomförts.

Avhandlingens resultat presenteras i tre studier. Den första artikeln visar vilka samspelsresurser och pedagogiska rutiner som barn använder och gör synliga när de för in pedagogisk erfarenhet i sin lek. Den andra studien belyser framförallt olika interaktionella fenomen ('skuggning' och olika former av språkaiternering), som barnen använder och kombinerar med icke-verbala resurser för att få tillträde till eller upprätthålla lek. Den tredje studien poängterar rutiners betydelse för deltagande i lärarledda aktiviteter och synliggör att det sällan är språkliga missförstånd i sig, utan lärarnas avvikelser från förväntade rutiner i kända aktiviteter som kan försvåra barnens deltagande.

Sammantaget visar studierna att barns språkbruk i flerspråkig förskolemiljö är en praktisk och situerad angelägenhet, där flerspråkigheten blir en av flera multimodala resurser som barn använder rör att delta i förskolans vardag. Detta studium av faktisk språkanvändning i förskolans praktiker synliggör de interaktionella rutiner som bidrar till barns socialisering och språklärande.

Abstract [en]

The present thesis investigates children’s social interaction and participation in a multilingual preschool context. More specifically, it explores the children’s language use in combination and coordination with other semiotic resources in play and instructional activities, and also how these resources bring about participation in the daily activities of the preschool. The data corpus consists of video recordings from two preschools, a smaller corpus from an Australian preschool and a larger corpus from a Swedish preschool setting. The theoretical framework of the thesis is influenced by ethnomethodological perspective on social action, and conversation analysis (CA) has served as a tool for the analytical work, which includes detailed transcriptions and analyses.

The findings are documented in three studies. The first study shows how children transform and explore interactional resources and educational routines when they enact previously experienced second language activities within ‘free play’. The second study explores interactional phenomena like ‘shadowing’ and different forms of language choice; resources that children use in combination with non-vocal moves to gain and sustain participation in peer play. The third study identifies and discusses interactional trouble in educational activities in terms of the teachers’ elaboration of some routine features of these activities, resulting in a mismatch between the teachers’ local aims and the children’s projections of relevant next actions.

As a whole, children’s social interaction is treated in terms of practical and local concern, where language is one of several semiotic resources for children’s participation in everyday preschool activities. Accordingly, studies of children’s language use demonstrate interactional routines that organise children’s socialisation and language learning.

sted, utgiver, år, opplag, sider
Linköping: Linköpings universitet , 2006. , s. 90
Serie
Linköping Studies in Arts and Sciences, ISSN 0282-9800 ; 376
Emneord [en]
Multilingual preschool, social interaction, participation, language choice, language alternation, multimodality, learning, ethnomethodology, conversation analysis
Emneord [sv]
Flerspråkig förskola, Socialt samspel, Deltagande, Språkval, Språkalternering, Multiomdalitet, Lärande, Etnometodologi, Konversationsanalys
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-8245ISBN: 91-85643-43-2 (tryckt)OAI: oai:DiVA.org:liu-8245DiVA, id: diva2:23094
Disputas
2006-12-08, Val, Vallfarten, Campus Valla, Linköpings universitet, Linköping, 13:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2007-02-01 Laget: 2007-02-01 Sist oppdatert: 2019-01-11bibliografisk kontrollert
Delarbeid
1. When education seeps into 'free play': How preschool children accomplish multilingual education
Åpne denne publikasjonen i ny fane eller vindu >>When education seeps into 'free play': How preschool children accomplish multilingual education
2009 (engelsk)Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, nr 8, s. 1493-1518Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this article, we examine how bilingual preschoolers enact, in the course of ‘free play’, previous experiences from secondlanguage instructional activities. In so doing, the participants transform a set of educational routines for their own purposes withinthe current activity. Hence, apart from merely drawing on multilingual interactional resources, participation in such activities allowschildren to exploit some normative features of educational practice. The interactional organization of these events is explicatedsequentially, examining in some analytic detail the children’s methods for invoking, repairing and acting upon educational routinesand practices within non-instructional activities. The analyses are discussed in terms of children’s understanding and production ofinstitutional order(s) in and through mundane interaction.# 2008 Elsevier B.V. All rights reserved.

Emneord
Children's play; Conversation analysis; Ethnomethodology; Instructional settings; Learning; Participation; Social interaction
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-19054 (URN)10.1016/j.pragma.2007.06.006 (DOI)
Tilgjengelig fra: 2009-06-10 Laget: 2009-06-10 Sist oppdatert: 2018-01-13bibliografisk kontrollert
2. Participation in multilingual preschool play: Shadowing and crossing as interactional resources
Åpne denne publikasjonen i ny fane eller vindu >>Participation in multilingual preschool play: Shadowing and crossing as interactional resources
2007 (engelsk)Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 39, nr 12, s. 2133-2158Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The present paper explores how children participate in peer play activities in a multilingual preschool setting. Participation is understood as a practical achievement in social interaction. Through in-depth analyses of video recordings of peer play, the study demonstrates how the children artfully exploit a range of multimodal resources in play activities. Of special interest are: the children's coordination of nonvocal actions with talk, and: how such complex action types are produced to accomplish and sustain participation in multi-party play. The analyses highlight two interactional phenomena of interest for our understanding of the children's conduct, namely 'shadowing' and 'crossing'. Shadowing refers to the carefully tailored delivery of an action, which repeats an immediately preceding move of another participant. Crossing (Rampton, 1995) relates to a specific instance of language alternation, through which participants align with and make use of their interlocutors' linguistic and ethnic backgrounds. It is shown how these different types of verbal as well as nonvocal resources are intertwined, sequentially organized and collaboratively deployed in children's construction of locally accountable actions. © 2007 Elsevier B.V. All rights reserved.

Emneord
Code-switching, Conversation analysis, Crossing, Language alternation, Nonvocal action, Preschool children, Shadowing, Social interaction
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-47421 (URN)10.1016/j.pragma.2007.05.010 (DOI)
Tilgjengelig fra: 2009-10-11 Laget: 2009-10-11 Sist oppdatert: 2017-12-13
3. Routine Trouble: How Preschool Children Participate in Multilingual Instruction
Åpne denne publikasjonen i ny fane eller vindu >>Routine Trouble: How Preschool Children Participate in Multilingual Instruction
2008 (engelsk)Inngår i: APPLIED LINGUISTICS, ISSN 0142-6001, Vol. 29, nr 4, s. 555-577Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper examines the turn-by-turn organization of social actions during educational activities at a multilingual preschool in Sweden. Specifically, it focuses on instructional exchanges within two commonplace activities: sharing time and Spanish group. The study builds on earlier research arguing that interactional routines facilitate childrens participation in social activities, and therefore promote language learning. Several instances of interactional trouble are identified and discussed in terms of the teachers elaboration of some routine features of these activities, resulting in a mismatch between the teachers local aims and the childrens projections of relevant next actions. The analysis further highlights a range of interactional means through which the participants act to come to terms with the trouble. These findings are discussed in terms of the participants local concerns as well as the childrens orientations to the routine features of preschool activities. Some educational implications are finally proposed on the basis of these findings.

HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-16230 (URN)10.1093/applin/amm051 (DOI)
Tilgjengelig fra: 2009-01-12 Laget: 2009-01-09 Sist oppdatert: 2015-05-05

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