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John Benjamins Publishing Company
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eng
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EUR
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John Benjamins Publishing Company
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Pragmatics & Beyond New Series
163
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Play Frames and Social Identities
Contact encounters in a Greek primary school
01
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https://benjamins.com
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https://benjamins.com/catalog/pbns.163
1
A01
Vally Lytra
Lytra, Vally
Vally
Lytra
King's College London
01
eng
318
xii
300
LAN009000
v.2006
CFB
2
24
JB Subject Scheme
LIN.CONT
Contact Linguistics
24
JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.PRAG
Pragmatics
24
JB Subject Scheme
LIN.SOCIO
Sociolinguistics and Dialectology
06
01
This book is a sociolinguistic study of children’s talk and how they interact with one another and their teachers in multilingual, multicultural and multiethnic schools. It is based on tape recordings and ethnographic observations of majority Greek and minority Turkish-speaking children at an Athens primary school. It offers the reader a unique look into the ways in which children draw upon their rich interactional histories and share, transform and recontextualize linguistic and other semiotic resources in circulation to construct play frames and explore, adopt, resist available as well as novel social roles and identities. Drawing on ethnographically informed approaches to discourse, the book shows the ways in which verbal phenomena such as teasing, joking, language play, music making and chanting can provide a productive locus for the study of the negotiation of social identities and roles at school. This book will be of interest to scholars, researchers and students of sociolinguistics, discourse analysis, cultural studies, and multicultural education. It will also be of interest to anthropologists and sociologists.
05
Vally Lytra's book provides a lively description of a community in transition and, at the same time, a very well documented analysis of such speech events as teasing and joking. It is a welcome contribution both to the ethnography of minorities and to linguistics.
Spiros A. Moschonas, University of Athens, in Byzantine and Modern Greek Studies, Vol. 33 No. 1 (2009)
05
Vally Lytra demonstrates the power of combining sociolinguistics with ethnography in this fascinating, nuanced account of children's linguistic creativity. Using a rare combination of data from both instructional and recreational contexts, she captures the intricate complexities of children's meaning-making and the dynamics of sociability, identity and knowledge construction. The ways linguistic minority children use mainstream media and popular culture to lay claim to a shared bicultural peer-group identity are particularly striking. This meticulous analysis of children's agentive, playful negotiations of knowledge and authority will provide an important reference point for future studies of language in multilingual classrooms and a tremendous resource for researchers and teachers.
Janet Maybin, The Open University.
05
The book is a significant contribution to the study of the integration of minority groups in multicultural societies, and more particularly the intercultural relationships of minority and majority children in the presence of the ‘ever increasing cultural, linguistic and ethnic diversity’ (p. 3) of Greek society. It tackles a number of important topics, such as the socialisation of minority children, children’s play, intercultural relationships and identities in talk. [...].One of the highlights of the book is the invigorating discussion of the children’s life histories six years after the original data collection, which adds to the dynamic nature of the book. [...] As this book brings together a unique combination of multiple analytical perspectives on the interpretation of talk and cultural play in educational settings, it will certainly appeal to sociolinguists, researchers in language and multicultural education, as well as to Greek educational stakeholders involved in decision making about intercultural schools.
Eleni Petraki, University of Canberra, in Journal of Sociolinguistics13(2): 264–285 (2009)
05
This amazing account of children's playful language shows us how young grade school children are competent social actors who create meanings, form social relationships, and develop themselves as well as each other through flexible and creative use of language in many different forms. Vally Lytra's study is a first class example of unprejudiced empirical work at its very best. She presents insights into the inner social workings of children's groups which we have not seen before, and she brings us closer to understanding why the adults in the school are not nearly as important as the other kids are. We can all go back to our data with children's conversations and have another look.
J. Normann Jørgensen, University of Copenhagen
05
In <i>Play Frames and Social Identities</i> Vally Lytra presents a truly fascinating ethnographic study of a multilingual group of children in a Greek primary school focusing on playful interaction as a site for the analysis of "the construction, representation and negotiation of the identities in talk." [...] Bringing together recent insights from sociolinguistic and anthropological inquiry in this field, the author illustrates how language functions in conjunction with other forms of symbolic practice to constitute identities and social realities.[...] The author's insightful use of ethnography and her careful study of talk and of non discursive practices illustrate that a great deal of knowledge and understanding can be gained on the constitution of communities, their functioning in institutional and non institutional settings, their members use of established social identities, and potential for creating new ones. At the same time, Lytra introduces some important directions for future research. [...] This book should be read not only by scholars interested in literacy, learning and multilingual education, but also by those interested in interactional approaches to discourse and identity.
Anna De Fina, Georgetown University, in the International Journal of Bilingualism, issue 11:1 (2007)
05
Lytra’s work makes a useful contribution to the literature on interactions in intercultural school settings and the social construction of identities.
Elaine W. Vine, Victoria University of Wellington, New Zealand, in Discourse & Communication, Vol 3(4), 2009
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Miscellaneous
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Acknowledgments
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Miscellaneous
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Introduction
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1. Playful talk, play frames and identity work: An ethnographically informed sociolinguistic approach
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Chapter
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2. Setting the scene
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Chapter
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3. Playful talk across contexts at school: Emergence and development
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159
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4. Sequencing and response work: Teasing children's talk in recreational contexts
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203
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5. Play frames and the organisation of classroom talk
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6. Playful talk, play frames and social identities across contexts
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Miscellaneous
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Conclusion
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257
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Chapter
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Post script: Six years later
10
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JB code
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263
266
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Subsection
11
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Appendix I: Maps and classroom plan
10
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JB code
pbns.163.12app
267
274
8
Subsection
12
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Appendix II: Data sources
10
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JB code
pbns.163.13app
275
276
2
Miscellaneous
13
01
Appendix III: Transcription conventions
10
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JB code
pbns.163.14ref
277
292
16
Miscellaneous
14
01
References
10
01
JB code
pbns.163.15aut
293
295
3
Miscellaneous
15
01
Author index
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297
300
4
Miscellaneous
16
01
Subject index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20071115
2007
John Benjamins
02
WORLD
13
15
9789027254078
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JB
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John Benjamins e-Platform
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jbe-platform.com
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90005485
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JB
John Benjamins Publishing Company
01
JB code
P&bns 163 Hb
15
9789027254078
13
2007025056
BB
01
P&bns
02
0922-842X
Pragmatics & Beyond New Series
163
01
Play Frames and Social Identities
Contact encounters in a Greek primary school
01
pbns.163
01
https://benjamins.com
02
https://benjamins.com/catalog/pbns.163
1
A01
Vally Lytra
Lytra, Vally
Vally
Lytra
King's College London
01
eng
318
xii
300
LAN009000
v.2006
CFB
2
24
JB Subject Scheme
LIN.CONT
Contact Linguistics
24
JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.PRAG
Pragmatics
24
JB Subject Scheme
LIN.SOCIO
Sociolinguistics and Dialectology
06
01
This book is a sociolinguistic study of children’s talk and how they interact with one another and their teachers in multilingual, multicultural and multiethnic schools. It is based on tape recordings and ethnographic observations of majority Greek and minority Turkish-speaking children at an Athens primary school. It offers the reader a unique look into the ways in which children draw upon their rich interactional histories and share, transform and recontextualize linguistic and other semiotic resources in circulation to construct play frames and explore, adopt, resist available as well as novel social roles and identities. Drawing on ethnographically informed approaches to discourse, the book shows the ways in which verbal phenomena such as teasing, joking, language play, music making and chanting can provide a productive locus for the study of the negotiation of social identities and roles at school. This book will be of interest to scholars, researchers and students of sociolinguistics, discourse analysis, cultural studies, and multicultural education. It will also be of interest to anthropologists and sociologists.
05
Vally Lytra's book provides a lively description of a community in transition and, at the same time, a very well documented analysis of such speech events as teasing and joking. It is a welcome contribution both to the ethnography of minorities and to linguistics.
Spiros A. Moschonas, University of Athens, in Byzantine and Modern Greek Studies, Vol. 33 No. 1 (2009)
05
Vally Lytra demonstrates the power of combining sociolinguistics with ethnography in this fascinating, nuanced account of children's linguistic creativity. Using a rare combination of data from both instructional and recreational contexts, she captures the intricate complexities of children's meaning-making and the dynamics of sociability, identity and knowledge construction. The ways linguistic minority children use mainstream media and popular culture to lay claim to a shared bicultural peer-group identity are particularly striking. This meticulous analysis of children's agentive, playful negotiations of knowledge and authority will provide an important reference point for future studies of language in multilingual classrooms and a tremendous resource for researchers and teachers.
Janet Maybin, The Open University.
05
The book is a significant contribution to the study of the integration of minority groups in multicultural societies, and more particularly the intercultural relationships of minority and majority children in the presence of the ‘ever increasing cultural, linguistic and ethnic diversity’ (p. 3) of Greek society. It tackles a number of important topics, such as the socialisation of minority children, children’s play, intercultural relationships and identities in talk. [...].One of the highlights of the book is the invigorating discussion of the children’s life histories six years after the original data collection, which adds to the dynamic nature of the book. [...] As this book brings together a unique combination of multiple analytical perspectives on the interpretation of talk and cultural play in educational settings, it will certainly appeal to sociolinguists, researchers in language and multicultural education, as well as to Greek educational stakeholders involved in decision making about intercultural schools.
Eleni Petraki, University of Canberra, in Journal of Sociolinguistics13(2): 264–285 (2009)
05
This amazing account of children's playful language shows us how young grade school children are competent social actors who create meanings, form social relationships, and develop themselves as well as each other through flexible and creative use of language in many different forms. Vally Lytra's study is a first class example of unprejudiced empirical work at its very best. She presents insights into the inner social workings of children's groups which we have not seen before, and she brings us closer to understanding why the adults in the school are not nearly as important as the other kids are. We can all go back to our data with children's conversations and have another look.
J. Normann Jørgensen, University of Copenhagen
05
In <i>Play Frames and Social Identities</i> Vally Lytra presents a truly fascinating ethnographic study of a multilingual group of children in a Greek primary school focusing on playful interaction as a site for the analysis of "the construction, representation and negotiation of the identities in talk." [...] Bringing together recent insights from sociolinguistic and anthropological inquiry in this field, the author illustrates how language functions in conjunction with other forms of symbolic practice to constitute identities and social realities.[...] The author's insightful use of ethnography and her careful study of talk and of non discursive practices illustrate that a great deal of knowledge and understanding can be gained on the constitution of communities, their functioning in institutional and non institutional settings, their members use of established social identities, and potential for creating new ones. At the same time, Lytra introduces some important directions for future research. [...] This book should be read not only by scholars interested in literacy, learning and multilingual education, but also by those interested in interactional approaches to discourse and identity.
Anna De Fina, Georgetown University, in the International Journal of Bilingualism, issue 11:1 (2007)
05
Lytra’s work makes a useful contribution to the literature on interactions in intercultural school settings and the social construction of identities.
Elaine W. Vine, Victoria University of Wellington, New Zealand, in Discourse & Communication, Vol 3(4), 2009
04
09
01
https://benjamins.com/covers/475/pbns.163.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027254078.jpg
04
03
01
https://benjamins.com/covers/475_tif/9789027254078.tif
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09
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https://benjamins.com/covers/1200_front/pbns.163.hb.png
07
09
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https://benjamins.com/covers/125/pbns.163.png
25
09
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https://benjamins.com/covers/1200_back/pbns.163.hb.png
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https://benjamins.com/covers/3d_web/pbns.163.hb.png
10
01
JB code
pbns.163.01ack
xi
1
Miscellaneous
1
01
Acknowledgments
10
01
JB code
pbns.163.02int
1
12
12
Miscellaneous
2
01
Introduction
10
01
JB code
pbns.163.03pla
13
37
25
Chapter
3
01
1. Playful talk, play frames and identity work: An ethnographically informed sociolinguistic approach
10
01
JB code
pbns.163.04set
39
72
34
Chapter
4
01
2. Setting the scene
10
01
JB code
pbns.163.05pla
73
118
46
Chapter
5
01
3. Playful talk across contexts at school: Emergence and development
10
01
JB code
pbns.163.06seq
119
159
41
Chapter
6
01
4. Sequencing and response work: Teasing children's talk in recreational contexts
10
01
JB code
pbns.163.07pla
161
203
43
Chapter
7
01
5. Play frames and the organisation of classroom talk
10
01
JB code
pbns.163.08pla
205
249
45
Chapter
8
01
6. Playful talk, play frames and social identities across contexts
10
01
JB code
pbns.163.09con
251
256
6
Miscellaneous
9
01
Conclusion
10
01
JB code
pbns.163.10pos
257
261
5
Chapter
10
01
Post script: Six years later
10
01
JB code
pbns.163.11app
263
266
4
Subsection
11
01
Appendix I: Maps and classroom plan
10
01
JB code
pbns.163.12app
267
274
8
Subsection
12
01
Appendix II: Data sources
10
01
JB code
pbns.163.13app
275
276
2
Miscellaneous
13
01
Appendix III: Transcription conventions
10
01
JB code
pbns.163.14ref
277
292
16
Miscellaneous
14
01
References
10
01
JB code
pbns.163.15aut
293
295
3
Miscellaneous
15
01
Author index
10
01
JB code
pbns.163.16sub
297
300
4
Miscellaneous
16
01
Subject index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20071115
2007
John Benjamins
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