Can I be with?: Negotiating play entry in a bilingual school
2001 (English)In: Journal of Pragmatics, ISSN 0378-2166, Vol. 33, no 4, 515-543 p.Article in journal (Refereed) Published
This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual `access strategies' and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations.
Place, publisher, year, edition, pages
2001. Vol. 33, no 4, 515-543 p.
Social interaction, Conversation analysis, Bilingualism, Children's play
Social Sciences Interdisciplinary
IdentifiersURN: urn:nbn:se:liu:diva-22879DOI: 10.1016/S0378-2166(99)00131-9Local ID: 2220OAI: oai:DiVA.org:liu-22879DiVA: diva2:243192