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Participation in multilingual preschool play: Shadowing and crossing as interactional resources
Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
2007 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 39, no 12, 2133-2158 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2007. Vol. 39, no 12, 2133-2158 p.
Keyword [en]
Code-switching, Conversation analysis, Crossing, Language alternation, Nonvocal action, Preschool children, Shadowing, Social interaction
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-47421DOI: 10.1016/j.pragma.2007.05.010OAI: oai:DiVA.org:liu-47421DiVA: diva2:268317
Available from: 2009-10-11 Created: 2009-10-11 Last updated: 2017-12-13
In thesis
1. Lära och leka med flera språk: Socialt samspel i flerspråkig förskola
Open this publication in new window or tab >>Lära och leka med flera språk: Socialt samspel i flerspråkig förskola
2006 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Learning and Playing in Several Languages : Social Interaction in a Multilingual Preschool
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.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet, 2006. 90 + studier 1-3 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 376
Keyword
Multilingual preschool, social interaction, participation, language choice, language alternation, multimodality, learning, ethnomethodology, conversation analysis, Flerspråkig förskola, Socialt samspel, Deltagande, Språkval, Språkalternering, Multiomdalitet, Lärande, Etnometodologi, Konversationsanalys
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-8245 (URN)91-85643-43-2 (ISBN)
Public defence
2006-12-08, Val, Vallfarten, Campus Valla, Linköpings universitet, Linköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2007-02-01 Created: 2007-02-01 Last updated: 2015-09-22Bibliographically approved

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Björk-Willén, Polly

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