Practices of inclusion/exclusion in and through classroom dialogue
Children’s peer socialization to institutional norms of literacy and language use
The paper explores non-native children’s peer socialization to norms of literacy and appropriate
language use in the classroom. Drawing on ethnographic research in a primary school in northern Italy, this
study adopts a CA-informed approach to analyze an Italian L2 class attended by children aged 8 to 10. The
study focuses on children’s enacting of correction sequences following peers’ problematic conduct. As the
analysis illustrates, children creatively re-produce teachers’ ways of speaking to enforce normative uses of
language. Through these practices, non-native children socialize their classmates into expected ways of
speaking, reading, and writing, and negotiate the social hierarchy of the peer group. Risks and opportunities
of such practices are considered in relation to children’s social inclusion and exclusion.
Article outline
- 1.Introduction
- 2.Theoretical background
- 2.1Peer dialogues as a language socialization arena
- 2.2Subteaching practices
- 3.Data and methods
- 4.Analysis
- 4.1Peer socialization to appropriate lexical choices
- 4.2Peer socialization to an appropriate way of ‘doing requesting’
- 4.3Peer socialization to literacy practices
- 5.Concluding discussion
- Notes
-
References
References
Atkinson, Dwight
(ed.) 2011 Alternative Approaches to Second Language Acquisition. London: Routledge.
Bazzanella, Carla
2011 “
Redundancy, Repetition, and Intensity in Discourse.”
Language Sciences 331: 243–254.
Benoit-Barné, Chantal and François Cooren
2009 “
The Accomplishment of Authority Through Presentification: How Authority Is Distributed Among and Negotiated by Organizational Members.”
Management Communication Quarterly 23(1): 5–31.
Burdelski, Matthew
2010 “
Socializing Politeness Routines: Action, Other-orientation, and Embodiment in a Japanese Preschool.”
Journal of Pragmatics 421: 1606–1621.
Burdelski, Matthew
2020 “
‘Say Can I Borrow it’: Teachers and Children Managing Peer Conflict in a Japanese Preschool.”
Linguistics and Education 591: pages n.a..
Cekaite, Asta and Polly Björk-Willén
2012 “
Peer Group Interactions in Multilingual Educational Settings: Co-constructing Social Order and Norms for Language Use”,
International Journal of Bilingualism 17 (2SI): 174–188.
Cekaite, Asta and Ann-Carita Evaldsson
2008 “
Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings.”
International Journal of Multilingualism 5 (3): 177–196.
Cekaite, Asta and Ann-Carita Evaldsson
2017 “
Language Policies in Play: Learning Ecologies in Multilingual Preschool Interactions among Peers and Teachers”
Multilingua 36 (4): 451–475.
Cekaite, Asta, Shoshana Blum-Kulka, Vibeke Grøver and Eva Teubal
2014 “
Children’s Peer Talk and Learning: Uniting Discursive, Social, and Cultural Facets of Peer Interactions: Editor’s Introduction.” In
Children’s Peer Talk: Learning from Each Other, ed. by
Asta Cekaite,
Shoshana Blum-Kulka,
Vibeke Grøver, and
Eva Teubal, 3–23. Cambridge: Cambridge University Press.
Cobb-Moore, Charlotte, Susan Danby and Ann Farrell
2009 “
Young children as rule makers.”
Journal of Pragmatics 411: 1477–1492.
Cooren, François
2006 “
The Organizational World as a Plenum of Agencies.” In
Communication as Organizing, ed. by
François Cooren,
James Taylor, and
Elizabeth Van Every, 81–100. Mahwah: Lawrence Erlbaum.
Corsaro, William A.
1985 Friendship and Peer Culture in the Early Years. Norwood, NJ: Ablex Publishing.
Corsaro, William A.
1992 “
Interpretive Reproduction in Children’s Peer Cultures.”
Social Psychology Quarterly 55 (2): 160–177.
Danby, Susan
2002 “
The Communicative Competence of Young Children.”
Australian Journal of Early Childhood, 27 (3): 25–30.
Drew, Paul
1998 “
Complaints about Transgressions and Misconduct.”
Research on Language and Social Interaction 311: 295–325.
Duff, Patricia
2000 “
Repetition in Foreign Language Classroom Interaction.” In
The Development of Second and Foreign Language Learning through Classroom Interaction, ed. by
Joan K. Hall and
Lorrie S. Verplaetse, 109–138. Mahwah, NJ: Lawrence Erlbaum.
Duranti, Alessandro
1997 Linguistic Anthropology. Cambridge: Cambridge University Press.
Dyson, Anne H.
2001 “
Coach Bombay’s Kids Learn to Write: Children’s Appropriation of Media Material for School Literacy.” In
Literacy: A Critical Sourcebook, ed. by
Ellen Cushman,
Eugene Kintgen,
Barry Kroll, and
Mike Rose, 325–357. Boston, MA: Bedford/St- Martin’s.
Enfield, Nick J. and Jack Sidnell
2019 “
The Normative Nature of Language.” In
The Normative Animal? On the Anthropological Significance of Social, Moral, and Linguistic Norms, ed. by
Neil Roughley and
Kurt Bayertz, 265–278. Oxford: Oxford University Press.
Ervin-Tripp, Susan and Claudia Mitchell-Kernan
(eds.) 1977 Child Discourse. New York: Academic Press.
Evaldsson, Ann-Carita and Asta Cekaite
2010 “
‘Schwedis’ He Can’t Even Say Swedish” – Subverting and Reproducing Institutionalized Norms for Language Use in Multilingual Peer Groups.”
Pragmatics 20 (4): 587–604.
Feldman, Robert, Linda Devin-Sheehan, and Vernon Allen
1976 “
Children Tutoring Children: A Critical Review of Research.” In
Children as Teachers: Theory and Research on Tutoring, ed. by
Vernon Allen, 355–385. New York: Academic Press.
Figueroa, Ariana M. and Patricia Baquedano-Lòpez
2017 “
Language Socialization and Schooling.” In
Language Socialization: Encyclopedia of Language and Education, ed. by
Patricia Duff, and
Stephen May, 141–154. Berlin, Springer.
Firth, Alan and Johannes Wagner
2007 “
Second/Foreign Language Learning as a Social Accomplishment: Elaborations on a Reconceptualized SLA.”
The Modern Language Journal 911 (Focus Issue): 800–819.
Galeano, Giorgia and Alessandra Fasulo
2009 “
Sequenze direttive tra genitori e figli. [Directive sequences between parents and children].” In
Culture familiari tra pratiche quotidiane e rappresentazioni. Etnografia e ricerca qualitativa, ed. by
Sabina Giorgi and
Clotilde Pontecorvo, 261–278. Bologna: Il Mulino.
Gardner, Rod
2019 “
Classroom Interaction Research: The State of the Art.”
Research on Language and Social Interaction 52 (3): 212–226.
Glenn, Philip
2003 Laughter in Interaction. Cambridge: Cambridge University Press.
Goffman, Erving
1981 Forms of Talk. Philadelphia: University of Pennsylvania Press.
Goodwin, Charles and Marjorie H. Goodwin
2004 “
Participation.” In
A Companion to Linguistic Anthropology, ed. by
Alessandro Duranti, 222–244. Malden, MA: Blackwell.
Goodwin, Marjorie H.
1983 “
Aggravated Corrections and Disagreements in Children’s Conversations.”
Journal of Pragmatics 71: 657–677.
Goodwin, Marjorie H.
1990 He-Said-She-Said. Talk as Social Organization among Black Children. Bloomington and Indianapolis: Indiana University Press.
Goodwin, Marjorie H. and Charles Goodwin
1986 “
Gesture and Co-participation in the Activity of Searching for a Word.”
Semiotica 621: 51–75.
Hall, Joan K.
2018 “
From L2 Interactional Competence to L2 Interactional Repertoires: Reconceptualising the Objects of L2 Learning.”
Classroom Discourse 9 (1): 25–39.
Heritage, John
2012 “
The Epistemic Engine: Sequence Organization and Territories of Knowledge.”
Research on Language and Social Interaction 45 (1): 30–52.
Heritage, John and Steven Clayman
2010 Talk in Action. Interaction, identities, and institutions. Malden, MA: Blackwell.
Hymes, Dell
1974 “
Ways of Speaking
.” In
Explorations in the Ethnography of Speaking, ed. by
Richard Bauman and
Joel Sherzer, 433–452. Cambridge: Cambridge University Press.
Johnson, Sarah J.
2017 “
Multimodality and Footing in Peer Correction in Reading Picture Books.”
Linguistics and Education 411: 20–34.
Keenan Ochs, Elinor
1977 “
Making It Last: Repetition in Children’s Discourse.” In
Child Discourse, ed. by
Susan Ervin-Tripp and
Claudia Mitchell-Kernan, 125–138. New York: Academic Press.
Kendon, Adam
1990 Conducting Interaction: Patterns of Behavior in Focused Encounters. Cambridge: Cambridge University Press.
Koshik, Irene
2002 “
Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences.”
Research on Language & Social Interaction 35 (3): 277–309.
Kyratzis, Amy
2004 “
Talk and Interaction among Children and the Co-construction of Peer Groups and Peer Culture.”
Annual Review of Anthropology 331: 625–649.
Kyratzis, Amy, and Marjorie H. Goodwin
2017 “
Language Socialization in Children’s Peer and Sibling-Kin Group Interactions.” In
Language Socialization, ed. by
Patricia Duff and
Stephen May, 123–138. New York: Springer.
Kyratzis, Amy and Jiansheng Guo
1996 “
Separate Worlds for Girls and Boys? Views from U.S. and Chinese Mixed-sex Friendship Groups.” In
Social Interaction, Social Context, and Language: Essays in Honor of Susan Ervin-Tripp, ed. by
Dan Slobin,
Julie Gerhardt,
Amy Kyratzis, and
Jiansheng Guo, 555–578. Mahwah, NJ: Lawrence Erlbaum Associates.
Kyratzis, Amy and Sarah J. Johnson
2017 “
Multimodal and Multilingual Resources in Children’s Framing of Situated Learning Activities.”
Linguistics and Education 411 (Special Issue): 1–6.
Kyratzis, Amy, Jennifer Reynolds, and Ann-Carita Evaldsson
2010 “
Introduction: Heteroglossia and Language Ideologies in Children’s Peer Play Interactions.”
Pragmatics 20 (4): 457–466.
Lave, Jean and Etienne Wenger
1991 Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Macbeth, Douglas
2004 “
The Relevance of Repair for Classroom Correction.”
Language in Society 33 (5): 703–736.
Margutti, Piera
2011 “
Teacher’s Reproaches and Managing Discipline in the Classroom: When Teachers Tell Students What They Do ‘Wrong’.”
Linguistics and Education 221: 310–329.
Maynard, Douglas
1985 “
On the Functions of Social Conflict among Children.”
American Sociological Review 50 (2): 207–223.
Maynard, Douglas
2006 “
Ethnography and Conversation Analysis: What is the Context of an Utterance?” In
Emergent Methods in Social Research, ed. by
Sharlene Hesse-Biber and
Patricia Leavy, 55–94. Thousand Oaks, CA: Sage Publications.
Melander, Helen
2012 “
Transformations of Knowledge within a Peer Group. Knowing and Learning in Interaction.”
Learning, Culture and Social Interaction 11: 232–248.
Mökkönen, Alicia C.
2012 “
Social Organization through Teacher-talk: Subteaching, Socialization and the Normative Use of Language in a Multilingual Primary Class.”
Linguistics and Education 231: 310–322.
Møller, Janus S. and Jens N. Jørgensen
2011 “
Linguistic Norms and Adult Roles in Play and Serious Frames.”
Linguistics and Education 221: 68–78.
Mondada, Lorenza
2019 “
Contemporary Issues in Conversation Analysis: Embodiment and Materiality, Multimodality and Multisensoriality in Social Interaction.”
Journal of Pragmatics 1451: 47–62.
Moore, Ekaterina
2017 “
Managing Classroom Transgression: Use of Directives in a Reading Practice.”
Linguistics and Education 411: 35–46.
Nasi, Nicola
2020 “
Socializzarsi all’uso appropriato dell’Italiano L2: norme linguistiche e pragmatiche nell’interazione tra pari [Peer socialization to norms of appropriate language use: a conversation analysis in the Italian L2 classroom].”
Italiano LinguaDue, 12 (1): 493–515.
Ochs, Elinor
1986 “
Introduction.” In
Language Socialization across Cultures, ed. by
Bambi B. Schieffelin and
Elinor Ochs, 1–13. Cambridge, Cambridge University Press.
Ochs, Elinor and Bambi B. Schieffelin
2012 “
The Theory of Language Socialization.” In
The Handbook of Language Socialization, ed. by
Alessandro Duranti,
Elinor Ochs, and
Bambi B. Schieffelin, 1–22. Oxford: Blackwell.
Pomerantz, Anita
1984 “
Agreeing and Disagreeing with Assessments: Some Features of Preferred/Dispreferred Turn Shapes.” In
Structures of Social Action. Studies in Conversation Analysis, ed. by
J. Maxwell Atkinson and
John Heritage, 57–101. Cambridge: Cambridge University Press.
Poole, Deborah
2008 “
The Messiness of Language Socialization in Reading Groups: Participation in and Resistance to the Values of Essayist Literacy.”
Linguistics and Education 191: 378–403.
Rampton, Ben
2006 Language in Late Modernity. Interaction in an Urban School. Cambridge: Cambridge University Press.
Sacks, Harvey
1987 “
On the Preferences for Agreement and Contiguity in Sequences in Conversation.” In
Talk and Social Organisation, ed. by
Graham Button and
John Lee, 54–69. Clevedon: Multilingual Matters.
Schegloff, Emanuel A.
2007 Sequence Organization in Interaction: 1. A Primer in Conversation Analysis. Cambridge: Cambridge University Press.
Seedhouse, Paul
2004 The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell Pub.
Sidnell, Jack
2010 Conversation Analysis: An introduction. Malden, MA: Wiley-Blackwell.
Sieber, R. Timothy
1979 “
Classmates as Workmates: Informal Peer Activity in the Elementary School.”
Anthropology and Educational Quarterly 101: 207–235.
Silverstein, Michael
1993 “
Metapragmatic Discourse and Metapragmatic Function.” In
Reflexive Language: Reported Speech and Metapragmatics, ed. by
John Lucy, 33–58. Cambridge: Cambridge University Press.
Steinberg, Zina D. and Courtney Cazden
1979 “
Children as Teachers of Peers and Ourselves.”
Theory into Practice 181: 258–266.
Steffensen, Sune V. and Claire Kramsch
2017 “
The Ecology of Second Language Acquisition and Socialization.” In
Language Socialization, ed. by
Patricia Duff and
Stephen May, 17–32. New York: Springer.
Sterponi, Laura
2007 Clandestine Interactional Reading: Intertextuality and Double-voicing under the Desk.”
Linguistics and Education 181: 1–23.
Sterponi, Laura
2012 “
Literacy Socialization.” In
The Handbook of Language Socialization, ed. by
Alessandro Duranti,
Elinor Ochs, and
Bambi B. Schieffelin, 227–246. Malden, MA: Wiley-Blackwell.
Stevanovic, Melisa and Anssi Peräkylä
2014 “
Three Orders in the Organization of Human Action: on the Interface between Knowledge, Power, and Emotion in Interaction and Social Relations.”
Language in Society 43 (2): 185–207.
Stivers, Tanja and Jeffrey Robinson
2006 “
A Preference for Progressivity in Interaction.”
Language in Society 35 (3): 367–392.
Stivers, Tanja and Federico Rossano
2010 “
Mobilizing Response.”
Research on Language and Social Interaction 43 (1): 3–31.
Tannen, Deborah
2007 Talking Voices. Repetition, Dialogue, and Imagery in Conversational Discourse. Cambridge: Cambridge University Press.
Tarım, Şeyda D. and Amy Kyratzis
2012 “
Challenging and Orienting to Monolingual School Norms in Turkish American Children’s Peer Disputes and Classroom Negotiations at a U.S. Turkish Saturday School.” In
Disputes in Everyday Life: Social and Moral Orders of Children and Young People, Sociological Studies of Children and Youth, ed. by
Susan Danby and
Marianne, Theobald M., 193–220. Bingley: Emerald Group Publishing Limited.
Tholander, Michael and Karin Aronsson
2003 “
Doing Subteaching in School Group Work: Positionings, Resistance and Participation Frameworks.”
Language and Education 171: 208–234.
Vygotskij, Lev S.
[1934] 1992 Pensiero e linguaggio: Ricerche psicologiche [
Thought and Language]. Bari-Roma: Laterza.
Walsh, Steve
2011 Exploring Classroom Discourse: Language in Action. London: Routledge.
Wootton, Anthony J.
1997 Interaction and the Development of Mind. Cambridge: Cambridge University Press.
Zemel, Alan and Timothy Koschmann
2011 “
Pursuing a Question: Reinitiating IRE Sequences as a Method of Instruction.”
Journal of Pragmatics 431: 475–488.
Cited by
Cited by 3 other publications
Deng, Yu & Tao Zhou
2022.
Strategies of Using Multimedia Technology to Optimize Music Classroom Teaching in Primary and Secondary Schools.
Advances in Multimedia 2022
► pp. 1 ff.
Karlsson, Magnus & Nicola Nasi
2023.
“This friend was nice”: Young children's negotiation of social relationships in and through interactions with (play) objects.
Learning, Culture and Social Interaction 42
► pp. 100734 ff.
This list is based on CrossRef data as of 20 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.