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  • 1.
    Anatoli Smith (Ivanova), Olga
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Čekaitė, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Child-initiated informings and conversational participation in a bilingual preschool2023In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 217, p. 33-48Article in journal (Refereed)
    Abstract [en]

    This paper explores children's interactional competence in the context of bilingual early childhood education, looking specifically at how very young children initiate conversations with teachers by informing them about something interesting and new. Video recordings collected from ethnographic fieldwork in a Swedish–English preschool are investigated from the conversation analytic perspective, paying particular attention to multimodal aspects of naturally-occurring interactions. The analysis reveals that in initiating informings aimed at teachers in a multiparty institutional setting, children practice their bilingual skills in turn-taking and recipient design, and present their topic as relevant and coherent within the local material and conversational context. In so doing, children navigate institutional constraints on participation, secure teachers' recipiency, and establish themselves as knowledgeable speakers. Child-initiated participation in multiparty institutional settings provides a co-operative, transformative social process that constitutes an essential affordance for children's development of interactional competence in a bilingual educational context.

  • 2.
    Andrén, Mats
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Don't laugh!: socialization of laughter and smiling in pre-school and school settings2017In: Children's knowledge-in-interaction: studies in Conversation Analysis / [ed] Amanda Bateman, Amelia Church, Singapore: Springer, 2017, p. 127-147Chapter in book (Refereed)
    Abstract [en]

    Although laughter and smiling is generally thought of in terms of positive emotions and values, this is not always the case. In this paper we analyze situations where children’s smiling and laughter are treated as undesirable by other participants—peers and teachers—in preschool and school settings. Participants’ treatment of children’s laughs and smiles as accountable, even sanctionable, provides one piece of the larger puzzle of how emotional expressions form an emerging social competence, negotiated and co-constructed in and through social interaction. The analysis shows how emotional expressions such as laughter and smiling are part of, and subject to, processes of socialization, i.e., social knowledge about embodied moral norms

  • 3.
    Aronsson, Karin
    et al.
    Barn och ungdomsvetenskap, Stockholms universitet.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Activity contracts and directives in everyday family politics2011In: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 22, no 2, p. 1-18Article in journal (Refereed)
    Abstract [en]

    In theorizing on family life, childrens agency is a feature of a modern type of family, marked by free choice and inter-generational negotiations rather than parental authority. A video ethnography of Swedish everyday family life documents directive sequences and inter-generational negotiations, including what is here called activity contracts: agreements that form a type of inter-generational account work around target activities (e.g. cleaning ones room). Within local family politics, contracts and revised contracts emerge as parts of such account work. The analyses focus on how contracts emerge within successive downgradings and upgradings of parental directives. Activity contracts regulate mutual rights and obligations, invoking family rule statements and local moral order, drawing on an array of verbal and nonverbal resources, ranging from parents mitigated requests and childrens time bargaining to nonverbal escape strategies and gentle shepherding.

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  • 4.
    Aronsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Stockholms universitet, Barn och ungdomsvetenskap.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Förhandlingar mellan föräldrar och barn2009In: Barn, barndom och föräldraskap, Carlssons , 2009, 1, p. 136-154Chapter in book (Other academic)
  • 5.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Thunqvist Cekaite, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Getting things done in family life. Directive trajectories and moral order2007In: 10th International Pragmatics Conferece,2007, 2007Conference paper (Refereed)
  • 6.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Thunqvist Cekaite, AstaLinköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Skämt, lek och språkövningar. Om deltagande och andraspråkslärande i en förberedelseklass.2006Collection (editor) (Other academic)
  • 7.
    Bateman, Amanda
    et al.
    Univ Waikato, New Zealand.
    Čekaitė, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Language as context: A case of early literacy practices in New Zealand and Sweden2022In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 30, no 1, p. 55-70Article in journal (Refereed)
    Abstract [en]

    Globally, there has been increasing adaptation of curricula frameworks in early childhood education, providing overarching principles of practice rather than subject specific templates for teaching and learning. While such a movement is to be commended as supporting a socio-cultural approach in meeting each childs unique social and cultural needs, the implementation of frameworks is not straightforward (Bateman 2022). By applying an ethnomethodological approach to child-teacher interactions, this article explores how early childhood curricula frameworks in Sweden and New Zealand are implemented in everyday talk-in-interaction between children and teachers. We use an ethnomethodological (EM) approach (Garfinkel 2002) and conversation analysis (CA) (Sacks, Schegloff, and Jefferson 1974) approach (EMCA) to situate language as context. This approach offers a move away from the broader perspective of context being a static environmental space, to context as co-constructed by the participants through their immediate interactions (Goodwin and Duranti 1992). Contextual resources involve the concrete social situations, background cultural knowledge, language, activity and situation types, participants knowledge about topics talked about and about each other and their interactional biographies (Linell 2009, 17).

  • 8.
    Bergnehr, Disa
    et al.
    School of Health and Welfare, Jönköping University, Jönköping, Sweden.
    Čekaitė, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Adult-initiated touch and its functions at a Swedish preschool: controlling, affectionate, assisting and educative haptic conduct2018In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 26, no 3, p. 312-331Article in journal (Refereed)
    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.

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  • 9.
    Björk-Willén, Polly
    et al.
    Linköping University, The Tema Institute.
    Cekaite, Asta
    Linköping University, The Tema Institute.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Skolpraktiker och kamratsamtal i förskola och skola: Om lärande som social praktik2003In: Språk och lärande ASLA,2002, Uppsala: ASLA/FUMS , 2003, p. 282-Conference paper (Refereed)
  • 10.
    Burdelski, Matthew
    et al.
    Osaka University.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies.
    Practices of peer inclusion: Recruitments to play in Swedish and Japanese preschools2022In: Research on Children and Social Interaction, ISSN 2057-5807, E-ISSN 2057-5815, Vol. 6, no 1, p. 30-64Article in journal (Refereed)
  • 11.
    Burdelski, Matthew
    et al.
    Osaka Univ, Japan.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Pragmatics of crying in adult-child interactions: Introduction to special issue2021In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 186, p. 358-363Article in journal (Other academic)
    Abstract [en]

    This special issue on crying and responses to crying is composed of six papers that investigate the ways childrens crying is produced and responded to in everyday interaction in a range of languages, settings, and cultures. Crying episodes are approached from a multimodal interactional perspective, by paying attention to the participation frameworks and precipitating events in which it emerges (e.g., peer conflicts, accidents), its verbal and embodied production, and the ways caregivers and other adults and children respond in displaying stances, performing social actions, and (re-)engaging the crying children into activities. In addition to interactional micro-analysis of crying and responses to crying, the papers discuss the implications of crying episodes for childrens pragmatic socialization, including stance, social action, identity, and morality. (c) 2021 Elsevier B.V. All rights reserved.

  • 12.
    Burdelski, Matthew
    et al.
    Osaka University.
    Čekaitė, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Control touch in caregiver-child interaction: embodied organization in triadic mediation of peer conflict in Swedish and Japanese2021In: Touch in social interaction: touch, language, body / [ed] Asta Cekaite, Lorenza Mondada, Oxon: Routledge, 2021, p. 103-123Chapter in book (Refereed)
    Abstract [en]

    This chapter explores caregiver control touch in encouraging children to comply with the normative rules of everyday social life. Based on linguistic and ethnographic methods undertaken in a Japanese and Swedish preschool, the analysis focuses on control touch in episodes where preschool teachers in the two societies mediated in peer conflict (e.g., hitting, taking another’s toy away). The analysis shows how teachers used control touch with other communicative resources such as gaze, talk, and participation frameworks in intervening in the conflict, which included engaging children in moral discourse (e.g., you mustn’t do X). It also shows how they used control touch in facilitating reparatory activity between the children involved. This included arranging children’s bodies in an interactional space so as to engage them in remedial work (e.g., say sorry) within face-to-face embodied formations. The cross-cultural findings suggest that control touch in preschool settings is a potentially rich arena for exploring children’s embodied socialization into moral and social accountability.

  • 13.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom2012In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 41, p. 641-670Article in journal (Refereed)
    Abstract [en]

    The present study explores a child, language, and cultural novices affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexico-grammatical and embodied organization of the novices affectively charged noncompliant responses to (teacher) instructional directives, and the teachers socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.<br><br>Longitudinal tracking of the novices stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the students affective stances and the teachers socializing responses were consequential for the emergence of her "bad subject," that is, her socioculturally problematic identity (from a "resigned" to an "oppositional" student who was "unwilling" to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities.

  • 14.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Att minnas och lära med stavningsprogram2011In: Lärande och minnande: som social praktik / [ed] Roger Säljö, Stockholm: Norstedts , 2011, p. 161-180Chapter in book (Other academic)
    Abstract [sv]

    Minnesfunktioner är något som det forskas intensivt om. Flera traditioner existerar parallellt. När det gäller minne i kombination med lärande är idag det socialpsykologiska perspektivet på frammarsch. Det går i korthet ut på att inget lärande sker som något isolerat utan alltid i samspel med andra människor och det sker också i samspel med allehanda hjälpmedel eller artefakter. Hur går lärande och minnande till? Vad är det egentligen? Det är detta denna bok försöker besvara. För att förstå det har en tvärvetenskaplig grupp samlats under Roger Säljös ledning för att utforska lärande och minnande. Varför är det viktigt att veta? Den nya kunskap som presenteras i denna bok får konsekvenser för framtida undervisning, för utformande av kommunikation av varierande slag och av artefakter. Vad är "minnande"? Det är en aktiv form av att minnas, minnande är något man lär sig, alltså ingen statisk förmåga. Det sker i samspel med andra människor och artefakter. Minnande är en del av lärandet och vice versa. Man kan inte lära något om man inte samtidigt minns. När man lär något sker ett minnande. Dessa tankar om minnande och lärande grundar sig alla medverkande författare på när de berättar om sina respektive forskningsprojekt. Deras berättelser spänner över många mänskliga områden, från hur tolvåringar arbetar med naturvetenskapliga experiment via dataspelande till polisförhör och från specialpedagogik via kontroverser till minnande och lärande i arkitektur.

  • 15.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Child pragmatic development2012In: The encyclopedia of applied linguistics / [ed] Carol A. Chapelle, Wiley-Blackwell, 2012, 1, p. 1-7Chapter in book (Refereed)
    Abstract [en]

    This ground-breaking reference work, available online or as a 10-volume print set, is a comprehensive resource covering the highly diverse field of applied linguistics.  Truly global in scope, and led by General Editor Carol A.

  • 16.
    Cekaite, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Children's discourse: Person, space and time across languages.2006In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 35, no 5, p. 750-753Article, book review (Other academic)
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  • 17.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Collaborative corrections with spelling control2009In: International Journal of Computer-Supported Collaborative Learning, ISSN 1556-1607, E-ISSN 1556-1615, Vol. 4, no 3, p. 319-341Article in journal (Refereed)
    Abstract [en]

    The present study has explored how pairs of students deployed digital tools (spelling software) as resources in spontaneously occurring corrections of spelling errors. Drawing on the sociocultural theory of learning and ethnomethodological (Conversation Analytic) insights into social interaction, it has identified a range of consistent practices and uses of the spelling tools that were emergent in the everyday educational activities. As demonstrated, technology-assisted error corrections constituted a complex situation, where a number of socioculturally significant factors (goals of the task, properties of the software, and physical access to computer applications) shaped the trajectories of joint work. The present analysis shows in detail how the students approached the visually manifested language production errors by using two kinds of software resources, spelling lists, and a diagnostic tool. The inherent conceptual distinctions, characteristic of these tools, configured joint interpretative work and efforts to correct the errors in different ways. Recurrently, the students’ technology-based corrections were designed as autonomous, stepwise, locally improvised problem solutions, which were subsequently submitted for the evaluation of the diagnostic software. Overall, the study shows that the under-specification of the software’s instructions opened a space for the students’ creative engagement. The potentials of joint spelling software-assisted corrections for collaborative learning are discussed.

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  • 18.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting2008In: Second language acquisition and the young learner: child's play?, John Benjamins , 2008, 1, p. 105-130Chapter in book (Refereed)
    Abstract [en]

    This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children's cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child's play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.

  • 19.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Emotional stances and interactional competence: learning to disagree in a second language2016In: Talking emotion in multilingual settings / [ed] Matthew T. Prior, Gabriele Kasper, Amsterdam: John Benjamins Publishing Company, 2016, p. 131-152Chapter in book (Refereed)
  • 20.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Härma, skoja, retas: repetition som ett sätt att förhandla sociala positioner i ett flerspråkigt klassrum2009In: Den väsentliga vardagen, Carlssons , 2009, 1, p. 244-255Chapter in book (Other academic)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 21.
    Cekaite, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Kommunikationsstrategier i undervisningssituationen1999In: Den Fjerde Nordiske Konference om Nordiske sprog som Andre sprog,1998, Köbenhavn: Danmarks Lärerhöjskole , 1999, p. 151-Conference paper (Refereed)
  • 22.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Shepherding the child: embodied directive sequences in parent-child interactions2010In: TEXT and TALK, ISSN 1860-7330, Vol. 30, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    The present study explores how directives are constituted in and through situated verbal, bodily, and spatial practices. The foci are parental directives requesting routine family tasks to be carried out in an immediate situational context and necessitating the childs locomotion from one place to another (e.g., to take a bath, brush his/her teeth). As documented, such directive sequences were designed with what is here called parental shepherding moves, that is, "techniques of the body" (Mauss 1973 [1935]) that monitor the childs body for compliance. Body twist, a form of tactile intervention, was deployed to terminate the childs prior activity and initiate a relevant activity by perceptually reorienting the child in the lived architecture of the home. Tactile and non-tactile steering constituted means for monitoring and controlling the direction, pace, and route of the childs locomotion. Overall, these embodied directives served as multifunctional cultural tools that scaffolded the child into reflexive awareness of the dialogic and embodied characteristics of social action and accountability.

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  • 23.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sociala aktiviteter som öppningar mot språket2018In: Svenska som andraspråk i förskolan / [ed] Polly Björk-Willén, Stockholm: Natur och kultur, 2018, Vol. sidorna 56-71, p. 56-71Chapter in book (Other academic)
  • 24.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Socializing emotionally and morally appropriate peer group conduct through classroom discourse2013In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 24, no 4, p. 511-522Article in journal (Refereed)
    Abstract [en]

    Adopting a socioculturally informed perspective on emotions, the present study explores institutional practices for socializing first grade students’ emotionally and morally appropriate peer group conduct. The methods adopted combine an ethnographic fieldwork and interaction analyses of language socialization. The study examines teacher-solicited children's reports on peer group events (similar to Sharing time narratives), their design features, and the teachers’ evaluative responses in primary school classroom interactions. The analysis shows that event descriptions and narratives were imbued with moral and emotional meanings, constituting the primary discursive site where participants engaged in ‘emotion talk’ and oriented to a range of (mostly negative) emotions. The teachers inculcated the understanding of emotions as relational phenomena with moral and social consequences. Children participated actively, negotiated and resisted specific versions of events and their moral and emotional consequences. In all, the study shows that these discursive practices served as multifaceted socializing sites for (i) learning how to evaluate the moral aspects of actions and emotions; (ii) practicing how to discursively present oneself as a morally responsible person.

  • 25.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Soliciting teacher attention in an L2 classroom: Affective displays, classroom artefacts, and embodied action2009In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 30, no 1, p. 26-48Article in journal (Refereed)
    Abstract [en]

    This paper explores L2 novices’ ways of soliciting teacherattention, more specifically, their summonses. The data arebased on detailed analyses of video recordings in a Swedishlanguage immersion classroom. The analyses illuminate the lexicalshape of summonses in conjunction with prosody, body posture,gestures, and classroom artefacts. As demonstrated, a simplestructure of summoning provided a handy method for solicitingand establishing the teacher's attention, and facilitated thenovices’ participation in classroom activities from earlyon. Importantly, however, the local design of the summonseswas influenced by the competitive multiparty classroom setting.The analyses illustrate how the novices upgraded their summonsesby displaying a range of affective stances. Different aspectsof the students’ embodied actions were employed as waysof indexing affective stances, for example ‘tired’,‘resigned’, or ‘playful’, that in thelocal educational order created methods that invited the teacher'sattention and conversational uptake. These locally availableresources allowed children to upgrade their summonses and toindicate their communicative projects, in spite of their limitedSwedish (L2) resources. The findings are discussed in termsof their implications for understanding participation in L2classroom interactions as being a matter of delicately calibratedcollaborative accomplishments.

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  • 26.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Subversive compliance and embodiment in remedial interchanges2020In: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 40, no 5, p. 669-693Article in journal (Refereed)
    Abstract [en]

    This study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the childrens affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the childrens compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.

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  • 27.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Tattling and dispute resolution: Moral order, emotions, and embodiment in teacher-mediated disputes of young second language learners2012In: Disputes in everyday life: Social and moral orders of children and young people / [ed] Susan Danby & Maryanne Theobald, Emerald Group Publishing Limited, 2012, 1, p. 165-193Chapter in book (Other academic)
    Abstract [en]

      

    • Introduction : disputes in everyday life : social and moral orders of children and young people / Susan Danby, Maryanne Theobald -- Category relations, omnirelevance, and children's disputes / Stephen Hester, Sally Hester -- Will, you've got to share : disputes during family mealtime / Gillian Busch -- Responding to directives : what can children do when a parent tells them what to do? / Alexandra Kent -- "Pretend I was Mummy" : children's production of authority and subordinance in their pretend play interaction during disputes / Charlotte Cobb-Moore -- Being doggy : disputes embedded in preschoolers' family role-play / Polly Björk-Willén -- Working towards trouble : some categorial resources for accomplishing disputes in a correctional youth facility / Jakob Cromdal, Karin Osvaldsson -- Tattling and dispute resolution : moral order, emotions and embodiment in the teacher-mediated disputes of young second language learners / Asta Cekaite -- Challenging and orienting to monolingual school norms in Turkish American children's peer disputes and classroom negotiations at a U.S. Turkish Saturday school / Seyda Deniz Tarim, Amy Kyratzis -- "A problem of versions" : laying down the law in the school playground / Maryanne Theobald, Susan Danby -- Conditional threats in young children's peer interaction / Amelia Church, Sally Hester -- When verbal disputes get physical / Amanda Bateman -- School bullying and the micro-politics of girls' gossip disputes / Ann-Carita Evaldsson, Johanna Svahn -- The logic of conflict : practices of social control among inner city Neapolitan girls / Heather Loyd -- When "yes" turns to "no" : young children's disputes during computer game playing in the home / Christina Davidson -- Disputes, stakes and game involvement : facing death in computer gaming / Björn Sjöblom, Karin Aronsson.

    Volume 15 of Sociological Studies of Children and Youth investigates the interactional procedures used by children and young people as disputes arise in varying contexts of their everyday life. Disputes are a topic of angst and anxiety for children, young people and adults alike, and yet are important times for interactional matters to be addressed. A particular intention of the book is its ethnomethodological focus, bringing a fine-grained analysis and understanding to disputes and related interactional matters. Such analysis highlights the in situ competency of children and young people as they manage their social relationships and disputes to offer insight into how children arrange their social lives within the context of school, home, neighbourhood, correctional, club and after school settings. This volume offers a contemporary understanding of the relational matters of childrens peer cultures to better understand and address the complex nature of children and young peoples everyday lives in todays society.

  • 28.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The Coordination of Talk and Touch in Adults Directives to Children: Touch and Social Control2015In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 48, no 2, p. 152-175Article in journal (Refereed)
    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.

  • 29.
    Cekaite, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    "Titta, jag klar". Rhetorical devices in an immersion classroom2004In: ASLA,2003, Uppsala: ASLA , 2004, p. 178-Conference paper (Refereed)
  • 30.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Touch as social control: Haptic organization of attention in adult-child interactions2016In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 92, p. 30-42Article in journal (Refereed)
    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.

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  • 31.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Triadic conflict mediation as socialization into perspective taking in Swedish preschools2020In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 59, article id 100753Article in journal (Refereed)
    Abstract [en]

    This paper is a video-ethnographic language socialization study that examines the discursive, linguistic and embodied features of the teachers and childrens ways of conflict mediation and resolution. The study describes the ways in which young children (three to five-year olds) in several preschools in Sweden are being socialized into the interactional competences and perspective taking necessary for managing conflict situations. It is shown that teacher-guided conflict resolution was accomplished through triadic interactions involving the teacher as a mediator. Teachers used questions to encourage and direct children to convey their volition, wants, and wishes to their peers, and requested the other children to listen. It is argued that such discursive practices socialize children to perspective taking, and that this socialization is linked to wider societal norms of Swedish preschools and Swedish society, namely democratic values of equality, agency, individualism, and solidarity. (C) 2019 The Author. Published by Elsevier Inc.

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  • 32.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    What makes a child a good language learner?: Interactional competence, identity and immersion in a Swedish language classroom2017In: Annual Review of Applied Linguistics, ISSN 0267-1905, E-ISSN 1471-6356, Vol. 37, p. 45-61Article in journal (Refereed)
    Abstract [en]

    The research presented here is an examination of how child language novices (zero beginners) develop interactional competences and repertoires in a Swedish as a second language classroom. Two 7-year-old girls’ learning trajectories are the focus in a yearlong study of their second language (L2) development. The girls’ transition from highly repetitious and formulaic production to formally and semantically more diverse discourse is documented, along with a broadening of the girls’ classroom interactional repertoires. They initiated and took part in interactions with teachers and peers and participated in a growing range of classroom discursive activities. The longitudinal analysis also documents the differences in their two learning trajectories, particularly in terms of their L2 resources and pragmatic skills, as well as their identities as successful or unsuccessful language learners (as ascribed to them by the teachers). The study illustrates an intricate and synergistic, rather than unidirectional, relationship between these two child novice learners’ competences, L2 features, and identities.

  • 33.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bergnehr, Disa
    Univ Boras, Sweden.
    Affectionate touch and care: embodied intimacy, compassion and control in early childhood education2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 6, p. 940-955Article in journal (Refereed)
    Abstract [en]

    Relational care, interpersonal intimacy and emotional attunement are crucial for childrens development and wellbeing in ECEC. The present study examines how they are enacted in a Swedish preschool (for 1-5-year-olds) through recurrent adult-child physical conduct, i.e. affectionate and affectionate-controlling touch. The data consist of 24 hours of video-recorded observations of everyday activities. The study shows that educators Affectionate-Comforting touch was used for emotion regulation as compassionate response to childrens distress; Amicable touch engaged children in spontaneous affection; and, Affectionate-Controlling touch was used to mildly control and direct the childs bodily conduct and participation in preschool activities, or to mitigate the educators verbal disciplining. The study demonstrates the emotional complexity of ECEC enacted through the practices of haptic sociality. It supports the holistic policies arguing that embodied relational care should be integrated in ECEC, contrary to ideas that connect professionalism with emotional distance and lack of physical contact.

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  • 34.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bergnehr, Disa
    Linneus Univ, Sweden.
    Convergence of control and affection in classroom management: affectionate and disciplining touch and talk2023In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 41, article id 100733Article in journal (Refereed)
    Abstract [en]

    The present study examines mundane social interactions in a Swedish preschool where teachers use affectionate touch for the purposes of classroom management. The data consists of observations of everyday activities, video-recorded at a regular Swedish early childhood educational institution, involving three-to-five-year-old children. Video-recorded data were analysed using Multimodal Conversation Analysis (Goodwin, 2000). The teachers used embodied configurations of touch and talk as ways to organise and rearrange mutual participation frameworks and achieve childrens attentive participation in an ongoing activity, or to put their unsolicited initiatives on hold while sustaining the flow of the main classroom activity. The analysis suggests that the teachers, by using multimodal practices, attended to multiple concerns: they remedied problems in the childrens conduct, socialised the childrens attentive participation and attended to their social and emotional concerns while sustaining close social relations within the classroom community. By focusing analysis on the bodily features of teacher-child interactions, the study contributes to a broader understanding of classroom management and how teachers social influence is exerted and negotiated in mundane social interactions in early childhood education settings.

  • 35.
    Cekaite, Asta
    et al.
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Lena
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Känslouttryck och samspel i flerspråkiga miljöer: Om affekt som social praktik2004In: Ett vardagsliv med flera språk / [ed] Jakob Cromdal och Ann-Carita Evaldsson, Stockholm: Liber , 2004, 1, p. 130-152Chapter in book (Other academic)
    Abstract [sv]

    Flerspråkighet bland barn är ett aktuellt ämne i Norden, såväl för forskare som inom skolans värld. Men synen på flerspråkighet präglas fortfarande i mångt och mycket av en enspråkig världsåskådning, där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften

  • 36.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Enchantment in storytelling: Co-operation and participation in childrens aesthetic experience2018In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 48, p. 52-60Article in journal (Refereed)
    Abstract [en]

    In early childhood education, storytelling has traditionally been seen as a learning activity that lays the groundwork for childrens vocabulary and literacy development. The present study uses video-recorded storytelling events to examine young childrens emotional involvement and aesthetic experiences during adult storytelling in a regular Swedish preschool for 1- to 3.5-year-olds. By adopting a multimodal interactional perspective on human sense-making, socialization, and literacy (Goodwin, 2017), it contributes to research examining multimodality in early childhood literacy (Kyratzis amp; Johnson, 2017). The analytical focus is on co-operation in aesthetic experience: the teachers ways of organizing an entertaining, affectively valorized and enchanting storytelling, and the children audiences verbal and nonverbal participation (Goodwin amp; Goodwin, 2004). The study shows that teachers used lighthouse gaze, props, marked prosody and pauses to invite the child audience to participate, join the attentive multiparty participation frameworks and share the affective layering of story. The young children exploited the recognizability of the story and contributed by co-participating through bodily repetitions, choral completions, elaborating or volunteering anticipatory contributions, and pre-empting the upcoming story segment. The study suggests that through adult-child co-operation, the embodied telling becomes a site for childrens affective and aesthetic literacy socialization. (C) 2018 The Authors. Published by Elsevier Inc.

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  • 37.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies. Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Educational Sciences.
    Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use2013In: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 17, no 2SI, p. 174-188Article in journal (Refereed)
    Abstract [en]

    The present study explores peer group interactions in early multilingual educational settings, specifically focusing on children's language-related episodes. Highlighting the multifaceted work of these interactional practices, it demonstrates in detail how children's corrective actions, targeting, assessing and criticizing of the other's language use were utilized in building the peer group identities and relations, while simultaneously indexing local norms for conduct and language use. Designed as outright disagreements with the prior speaker, corrections highlighted the contrast between the recipient's error and the speaker's remedy and entailed (a) the disagreement with the prior speaker (e.g. linguistic polarity marker 'no'), (b) the explicit identification of the trouble source ('this is not x') and (c) the instruction as to the correct replacement ('this is x'). Similarly, word searches in the peer group were resolved so as to index the asymmetry in knowledge between the peers. In the production of corrections, the children displayed and recognized the relevance of appropriate use of the lingua franca (e.g. Swedish) as part of their situated production of local social order. Language expertise was an issue for negotiations and redefinitions in multilingual peer group's interactions and was one of the factors organizing social relations in multilingual educational settings.

  • 38.
    Cekaite, Asta
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Blum-Kulka, Shoshana
    Hebrew University .
    Gröver, Vibeke
    Oslo University.
    Teubal, Eva
    D. Yellin's Teacher College, Jerusalem.
    Children's peer talk and learning: Uniting discursive, social and cultural facetsof peers' interaction2014In: Children's peer talk: Learning from each other / [ed] Cekaite Asta, Cambridge: Cambridge University Press, 2014, 1, p. 3-20Chapter in book (Refereed)
  • 39.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Blum-Kulka, ShoshanaHebrew University, Jerusalem, Israel.Grøver, VibekeInstitutt for pedagogikk, Oslo University, Norway.Teubal, EvaDavid Yellin Academic College of Education, Jerusalem, Israel.
    Children’s peer talk: learning from each other2014Collection (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.

  • 40.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Burdelski, Matthew
    Osaka Univ, Japan.
    Crying and crying responses: A comparative exploration of pragmatic socialization in a Swedish and Japanese preschool2021In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 178, p. 329-348Article in journal (Refereed)
    Abstract [en]

    This paper explores pragmatic socialization by examining episodes of two to three - yearold childrens crying and adults responses to this crying in two preschools: Sweden and Japan. Based on approximately 100 hours of naturally occurring interactions, it focuses on crying episodes that emerged within peer conflict, and analyzes ways that teachers structured a triadic framework of mediation. The results show how teachers mediated by using (1) question-response sequences to clarify what happened and (2) directives and declaratives to convey norms of behaving/speaking and to attune children to the crying of others as a negative affective act that requires a remedial response. The results reveal similarities and variations in adults responses to childrens crying in the two preschools. Although the findings in part instantiate traditional models of socialization in these two societies, they also suggest ways that departed from these models. (C) 2021 The Authors. Published by Elsevier B.V.

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  • 41.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Ekström, Anna
    Linköping University, Department of Clinical and Experimental Medicine, Division of Speech language pathology, Audiology and Otorhinolaryngology. Linköping University, Faculty of Medicine and Health Sciences.
    Emotion Socialization in Teacher-Child Interaction: Teachers Responses to Childrens Negative Emotions2019In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 10, article id 1546Article in journal (Refereed)
    Abstract [en]

    The present study examines 1- to 5-year-old childrens emotion socialization in an early childhood educational setting (a preschool) in Sweden. Specifically, it examines social situations where teachers respond to childrens negative emotional expressions and negatively emotionally charged social acts, characterized by anger, irritation, and distress. Data consisted of 14 h of video observations of daily activities, recorded in a public Swedish preschool, located in a suburban middle-class area and include 35 children and 5 preschool teachers. By adopting a sociocultural perspective on childrens development and socialization, the study examines the communicative practices through which the expressions of negative emotions are responded to and the norms and values that are communicated through these practices. The data are analyzed by using multimodal analysis of interaction that provides a tool for detailed analysis of participants verbal and embodied actions and sense-making. The analyses show that teachers responded to childrens negatively charged emotional expressions as social acts (that were normatively evaluated), and the adults instructed children how to modify their social conduct (rather than deploying explicit discussions about emotions). The teachers used communicative genres that prioritized general moral principles and implemented the non-negotiability of norms over individual childrens emotional-volitional perspectives and individual preferences. The teachers instructive socializing activities were characterized by movement between multiple temporal horizons, i.e., general (emotional) discourse that transcended the hereand-now, and specific instructions targeting the childrens conduct in a current situation. The study discusses how emotion socialization can be related to the institutional characteristics and collective participatory social conditions of early childhood education.

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  • 42.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Evaldsson, Ann-Carita
    Uppsala University, Sweden.
    Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers2017In: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 36, no 4, p. 451-475Article in journal (Refereed)
    Abstract [en]

    In this study we argue that a focus on language learning ecologies, that is, situations for participation in various communicative practices, can shed on the intricate processes through which minority children develop or are constrained from acquiring cultural and linguistic competencies (here, of a majority language). The analysis draws on a language socialization approach to examine the micro-level contexts of an immigrant childs preschool interactions with peers and teachers, and the interplay between these and macro-level language and educational policies. It was found that, in contrast to institutional and curricular policy aspirations concerning the positive potentials of childrens play as a site associated with core learning affordances, the language learning ecology created in the multilingual peer group interactions was limited. Social relations in the peer group, the novices marginal social position, and the childs rudimentary knowledge of the lingua franca, Swedish, precluded her from gaining access to shared peer play activities. The current study thus corroborates prior research showing that peer interactions in second language settings may pose a challenge to children who have not already achieved some competence in the majority language and that more support and interactions with the teachers can be useful.

  • 43.
    Cekaite, Asta
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Evaldsson, Ann-Carita
    Uppsala universitet, Institution för pedagogik.
    Staging linguistic identities and negotiating monolingual norms in multhiethnic school settings2008In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 5, no 3, p. 177-196Article in journal (Refereed)
    Abstract [en]

    This article focuses on children's language alternation practices in two primary school settings. More specifically we explore how participants (children and teachers) in episodes of language alternation invoke linguistic and social identities, thereby 'talking into being' language and educational ideologies. The present study is based on multi-sited ethnography in two multiethnic educational settings where classroom activities are primarily in Swedish. Theoretically, it draws on sequential identity-related approaches to language alternation practices (Gafaranga, 2001). As demonstrated, both children and teachers draw on a range of linguistic varieties, and refrained from involving in polylingual practices. In so doing, they were actively engaged in producing and resisting a range of locally valued identities (i.e. monolingual, bilingual, and polylingual student). Simultaneously a monolingual norm was brought into being and, importantly, the children appropriated and exploited the monolingual norms-in being for organising their social relations. Overall the study highlights the links between social and linguistic identities, language choice, and language and educational ideologies. We argue that an understanding of children's polylingual practices in multilingual settings is provided by a close analysis of the local processes of identity work located within the wider sociocultural context (e.g. language and educational ideologies)

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  • 44.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Evaldsson, Ann-Carita
    Uppsala Univ, Sweden.
    The moral character of emotion work in adult-child interactions2020In: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 40, no 5, p. 563-572Article in journal (Refereed)
    Abstract [en]

    This special issue furthers a view in which affective stances are seen as indexical of culturally specific structures of feeling and norms concerning what counts as appropriate conduct in particular settings. The link between affect and everyday morality in the development and negotiations of moral personhood, identities and character work is demonstrated in the empirical studies that examine how affective stances are mobilized by drawing social boundaries, and by criticizing or sanctioning what counts as morally appropriate behaviors in adult-child socializing encounters embedded in time and space. The contributions highlight how socialization into particular forms of moral orders engages issues of affect, and how socialization into affect is permeated with moral work. The special issue draws on two major theoretical perspectives: the interactional perspective involving multimodal interaction analysis and the linguistic anthropologic view on language socialization that considers language use and cultural re-production to be interrelated. The socializing potentials of adult-child interactions, particularly in episodes involving the handling of normative transgressions and practices revolving around moral issues (conflicts, disciplining, non-compliance, negative affect and regulation of emotions), provide a fruitful site for uncovering otherwise rarely articulated normative socio-cultural assumptions of how to perform actions, display knowledge, express emotions and maintain relationships.

  • 45.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Goodwin, Marjorie H.
    Univ Calif Los Angeles, CA 90095 USA.
    Touch and Social Interaction2021In: Annual Review of Anthropology, ISSN 0084-6570, E-ISSN 1545-4290, Vol. 50, p. 203-218Article in journal (Refereed)
    Abstract [en]

    Our understanding of touch as a basic and complex sense is informed by phenomenological perspectives on our corporeal "being-in-the-world" and the notion of intercorporeality (Merleau-Ponty 1964) as well as by sociological perspectives on social life as organized and accomplished through corporeal participation and the interaction order (Goffman 1983). Intercorporeality involves sense-making of oneself and copresent others as body subjects, active in (re)producing a corporeal interaction order that is understood as tactile as well as visual and sonorous. In our review of contemporary ethnographic work, we direct our attention to touch and social interaction and discuss (a) ritualized supportive interchanges; (b) moves of compassion that calm a distressed child; (c) forms of control that socialize the body and gain attention, in particular to create multisensorial, instructional environments; and (d) forms of touch during care and bodywork in medical and therapeutic contexts.

  • 46.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Goodwin, Marjorie Harness
    University of California Los Angeles.
    Researcher participation, ethics, and cameras in the field2021In: Social Interaction. Video-Based Studies of Human Sociality, E-ISSN 2446-3620, Vol. 4, no 2Article in journal (Other academic)
  • 47.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Holm Kvist, Malva
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Correction: The Comforting Touch: Tactile Intimacy and Talk in Managing Childrens Distress (vol 50, pg 109, 2017)2017In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 50, no 3, p. 326-326Article in journal (Other academic)
    Abstract [en]

    n/a

  • 48.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Holm Kvist, Malva
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The Comforting Touch: Tactile Intimacy and Talk in Managing Childrens Distress2017In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 50, no 2, p. 109-127Article in journal (Refereed)
    Abstract [en]

    The present study examines young childrens distress management in situ, focusing on situations of crying and caregivers embodiedhapticsoothing responses in preschools in Sweden. The adults responses to crying involve embraces, stroking, and patting. Haptic soothing is managed by calibrating the bodily proximity and postural orientations between the participants, including hapticembracing or face-to-faceformations that are coordinated with particular forms of talk. Haptic formations configure specific affordances for embodied participation by actualizing the availability of tactile, aural, and visual modalities. The interactional organization of soothing in an embracing formation involves: an initiation/invitation and response, submergence of two bodies into a close haptic contact, and coordinated withdrawal from haptic contact. The embracing formation temporarily suspends the requirements for the distressed person to act like a responsive listener and speaker. The caregiver uses the face-to-face formation to reestablish conditions for the childs interactional co-presence. Data are in Swedish and English translation.

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  • 49.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Simonsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Guided Play Supporting Immigrant Childrens Participation and Bilingual Development in Preschools2023In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658Article in journal (Refereed)
    Abstract [en]

    In recent decades, refugee immigration has had significant impact on educational contexts in Sweden, with preschools the primary arenas for young childrens language learning experiences. The present study examines second language and literacy training practices for immigrant children (aged 1-5) in preschools in Sweden. The empirical data consist of video recordings of teacher-guided play activities. These were designed to create rich linguistic and cultural environments facilitating active and democratic participation by the children. Guided play activities were developed in close collaboration between teachers and researchers during action-based interventions that were aimed at constructing child-oriented participatory language learning practices in ethnically and linguistically diverse ECEC settings. The childrens first languages were Tigrinya, Arabic dialects, Somalian, Kurdish dialects, Russian, Spanish and Swedish. The participatory learning potential of guided play was collaboratively analyzed and assessed, and new and revised activities were implemented, based on the goals of inclusivity and childrens active engagement in play and language learning. The analysis shows that teachers use of multimodal semiotic means, such as questions, texts and cultural artifacts (stories, material story-related objects, play spaces) were important strategies for the preparation of appealing play environments and activities that contributed to childrens curiosity and participation. These resources served as affordances for guided play, allowing the simultaneous scaffolding of childrens play competencies and their language learning. Au cours des dernieres decennies, limmigration de refugies a eu un impact significatif dans le domaine de leducation en Suede, en commencant par les ecoles maternelles qui sont les premiers lieux dapprentissage de la langue pour les jeunes enfants. Cette etude examine les pratiques dalphabetisation et dapprentissage du suedois deuxieme langue, qui sont utilisees dans les ecoles maternelles en Suede pour les enfants immigrants ages de 1 a 5 ans. Les donnees empiriques rassemblees consistent en des enregistrements video dactivites ludiques guidees par un enseignant. Ces activites ont ete concues pour creer des environnements linguistiques et culturels riches facilitant la participation active et democratique des enfants. Elles ont ete developpees dans le cadre dune etroite collaboration entre enseignants et chercheurs au cours dinterventions concretes visant a elaborer des pratiques participatives dapprentissage de la langue prenant en compte la perspective de lenfant dans le contexte dune petite enfance ethniquement et linguistiquement diversifiee. Les langues maternelles des enfants etaient le tigrinya, differents dialectes arabes, le somali, differents dialectes kurdes, le russe, lespagnol et le suedois. Le potentiel dapprentissage participatif de chaque jeu guide a ete analyse et evalue collectivement et de nouvelles activites revisees ont ete mises en place, sur la base des objectifs dinclusivite et dengagement actif des enfants dans le jeu et dans lapprentissage de la langue. Lanalyse montre que lutilisation par les enseignants de moyens semiotiques multimodaux, tels que des questions, des textes et des artefacts culturels (histoires, objets concrets lies a lhistoire, espaces de jeu) constituaient des strategies importantes pour preparer un environnement de jeu et des activites susceptibles dattirer les enfants et de stimuler leur participation et leur curiosite. Ces ressources ont servi daffordances a la realisation de jeux guides, permettant aux enfants de combiner competences ludiques et apprentissage de la langue. En las ultimas decadas, la inmigracion de refugiados ha tenido un impacto significativo en los contextos educativos de Suecia, y los centros de ensenanza preescolar han sido los principales escenarios para las experiencias de aprendizaje de idiomas de los ninos de corta edad. El presente estudio investiga las practicas de aprendizaje de una segunda lengua y de alfabetizacion en ninos inmigrantes (de 1 a 5 anos) en centros de ensenanza preescolar de Suecia. Los datos empiricos consisten en grabaciones de video de actividades ludicas guiadas por el maestro. Estas se disenaron para crear entornos linguisticos y culturales ricos que facilitaran la participacion activa y democratica de los ninos. Las actividades ludicas guiadas se elaboraron en estrecha colaboracion entre maestros e investigadores durante intervenciones basadas en la accion que tenian como objetivo construir practicas participativas de aprendizaje de idiomas orientadas a los ninos en entornos de educacion infantil etnica y linguisticamente diversos. Las lenguas maternas de los ninos eran el tigrina, dialectos arabes, el somali, dialectos kurdos, el ruso, el espanol y el sueco. El potencial de aprendizaje participativo del juego guiado se analizo y evaluo de manera colaborativa, y se llevaron a cabo actividades nuevas y revisadas, basadas en los objetivos de inclusividad y participacion activa de los ninos en el juego y el aprendizaje de idiomas. El analisis muestra que el uso por parte de los maestros de medios semioticos multimodales, tales como preguntas, textos y artefactos culturales (historias, objetos materiales relacionados con las historias, espacios ludicos) fueron estrategias importantes para la preparacion de entornos ludicos atractivos y actividades que contribuyeron a la curiosidad y la participacion de los ninos. Estos recursos sirvieron como formas de abordaje o &lt;&lt; affordances &gt;&gt; (nota del traductor: &lt;&lt; affordance &gt;&gt; es un neologismo utilizado para definir la &lt;&lt; capacidad de un objeto de sugerir su propia utilizacion &gt;&gt;) para el juego guiado, lo que permite el andamiaje simultaneo de las competencias ludicas de los ninos y su aprendizaje del lenguaje.

  • 50.
    Cekaite Thunqvist, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    A child's development of interactional competence in a Swedish L2 classroom2007In: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 91, no 1, p. 45-62Article in journal (Refereed)
    Abstract [en]

    This study explores a child's emergent second language (L2) interactional competence during her first year in a Swedish immersion classroom. Within the theoretical framework of situated learning, it focuses on how she acquires expertise in a specific classroom practice: multiparty classroom talk. The data cover three periods (the early, middle, and late phases) of her first school year. The methods adopted combine a microanalytic approach with ethnographic fieldwork analyses of L2 socialization within a classroom community. The analyses revealed systematic changes in the novice's interactional engagements. An interplay of language skills and turn-taking skills influenced her participation in multiparty talk during the three periods, casting her as (a) a silent child, (b) a noisy and loud child, and (c) a skillful student. These changes indicate that learning cannot be seen as the unilinear development of a single learner identity. It is argued that a detailed longitudinal analysis may provide important insights into the relationship between participation and L2 learning. Instead of unilinear development of a single learner identity, we may find different participation patterns linked to distinct language learning affordances over time. © 2007 The Modern Language Journal.

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