Language and Social Interaction at Home and School
Editor
As Ragnar Rommetveit put it forty years ago, dialogue is “the architecture of intersubjectivity”: a tool not only for maintaining yet also constantly transforming our life-worlds. The volume advances and empirically illustrates the role of talk-in-interaction in displaying, ratifying, creating yet also defying the crucial dimensions of the world we live in. This process is particularly noticeable in children’s primary social worlds, i.e. home and school where they are socialized to becoming competent members of the communities they (will) live in. Drawing on fifty years of research on children's socialization through language and social interaction, the volume provides new multidisciplinary insights and updated empirical data on the process through which cultures, identities, and knowledge are brought into being through the everyday dialogues that animate children’s life at home and school. The volume addresses a specialized readership and its interdisciplinary framework ensures that it will be of great interest to scholars from different academic fields, such as social and developmental psychology, anthropology, education, developmental linguistics, sociolinguistics and developmental pragmatics.
[Dialogue Studies, 32] 2021. vi, 385 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Language, culture and social interaction: An introductionLetizia Caronia | pp. 1–36
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Part 1. Dialogues at homeLetizia Caronia
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Chapter 1. Children’s socialization to multi-party interactive practices: Who talks to whom about what in family dinnersAliyah Morgenstern, Stéphanie Caët, Camille Debras, Pauline Beaupoil-Hourdel and Marine Le Mené | pp. 45–86
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Chapter 2. Making unquestionable worlds: Morality building practices in family dinner dialoguesLetizia Caronia, Vittoria Colla and Renata Galatolo | pp. 87–120
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Chapter 3. Talking to children with atypical development: A study on the practice of asking ‘Are you going to’ questionsAlessandra Fasulo | pp. 121–152
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Chapter 4. Promoting communication practices about school activities in multilingual familiesCecilia Andorno and Silvia Sordella | pp. 153–188
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PART II. Dialogues at schoolLetizia Caronia
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Chapter 5. Language, interaction, and culture at school: An overviewLetizia Caronia and Nicola Nasi | pp. 193–220
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Chapter 6. Dialogicity in diapers: Attunement and misattunement at the nursery schoolAnna Pileri | pp. 221–256
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Chapter 7. Challenging the triadic dialogue format: Pupils’ interactional work in answering questions in whole-class interactionsPiera Margutti | pp. 257–294
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Chapter 8. Building bridges: Dialogue and interaction between teachers from divided communities involved in a shared education projectJoanne Hughes and Rebecca Loader | pp. 295–316
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Chapter 9. Facilitating children’s elicitation of interlaced narratives in classroom interactionsClaudio Baraldi | pp. 317–350
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Chapter 10. Student-teacher e-mail interaction as asynchronous dialogue in an academic settingSabrina Fusari | pp. 351–376
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Index | pp. 383–386
“A major strength of the book is its simultaneous attention to home and school, arguably the two most important sites of child language socialization. [...] The book's strength is in the inclusion of studies that vary in how they present and analyze the interactional data. Studies are conducted from different perspectives, including developmental linguistics, education and social psychology, discourse, conversation, corpus, and PRAAT analyses, and systemic functional linguistics. With such varied perspectives come varied ways of presenting and analyzing data.”
Ekaterina Moore, University of Southern California, in Journal of Pragmatics 206 (2023)
Subjects
Main BIC Subject
CFG: Semantics, Pragmatics, Discourse Analysis
Main BISAC Subject
LAN009030: LANGUAGE ARTS & DISCIPLINES / Linguistics / Pragmatics