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638006974 03 01 01 JB John Benjamins Publishing Company 01 JB code P&bns 163 Eb 15 9789027291783 06 10.1075/pbns.163 13 2007025056 DG 002 02 01 P&bns 02 0922-842X Pragmatics & Beyond New Series 163 <TitleType>01</TitleType> <TitleText textformat="02">Play Frames and Social Identities</TitleText> <Subtitle textformat="02">Contact encounters in a Greek primary school</Subtitle> 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 06 09 01 https://benjamins.com/covers/1200_front/pbns.163.hb.png 07 09 01 https://benjamins.com/covers/125/pbns.163.png 25 09 01 https://benjamins.com/covers/1200_back/pbns.163.hb.png 27 09 01 https://benjamins.com/covers/3d_web/pbns.163.hb.png 10 01 JB code pbns.163.01ack xi 1 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code pbns.163.02int 1 12 12 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code pbns.163.03pla 13 37 25 Chapter 3 <TitleType>01</TitleType> <TitleText textformat="02">1. Playful talk, play frames and identity work: An ethnographically informed sociolinguistic approach</TitleText> 10 01 JB code pbns.163.04set 39 72 34 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">2. Setting the scene</TitleText> 10 01 JB code pbns.163.05pla 73 118 46 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">3. Playful talk across contexts at school: Emergence and development</TitleText> 10 01 JB code pbns.163.06seq 119 159 41 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">4. Sequencing and response work: Teasing children's talk in recreational contexts</TitleText> 10 01 JB code pbns.163.07pla 161 203 43 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">5. Play frames and the organisation of classroom talk</TitleText> 10 01 JB code pbns.163.08pla 205 249 45 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">6. Playful talk, play frames and social identities across contexts</TitleText> 10 01 JB code pbns.163.09con 251 256 6 Miscellaneous 9 <TitleType>01</TitleType> <TitleText textformat="02">Conclusion</TitleText> 10 01 JB code pbns.163.10pos 257 261 5 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Post script: Six years later</TitleText> 10 01 JB code pbns.163.11app 263 266 4 Subsection 11 <TitleType>01</TitleType> <TitleText textformat="02">Appendix I: Maps and classroom plan</TitleText> 10 01 JB code pbns.163.12app 267 274 8 Subsection 12 <TitleType>01</TitleType> <TitleText textformat="02">Appendix II: Data sources</TitleText> 10 01 JB code pbns.163.13app 275 276 2 Miscellaneous 13 <TitleType>01</TitleType> <TitleText textformat="02">Appendix III: Transcription conventions</TitleText> 10 01 JB code pbns.163.14ref 277 292 16 Miscellaneous 14 <TitleType>01</TitleType> <TitleText textformat="02">References</TitleText> 10 01 JB code pbns.163.15aut 293 295 3 Miscellaneous 15 <TitleType>01</TitleType> <TitleText textformat="02">Author index</TitleText> 10 01 JB code pbns.163.16sub 297 300 4 Miscellaneous 16 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20071115 2007 John Benjamins 02 WORLD 13 15 9789027254078 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 105.00 EUR R 01 00 88.00 GBP Z 01 gen 00 158.00 USD S 90005485 03 01 01 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 <TitleType>01</TitleType> <TitleText textformat="02">Play Frames and Social Identities</TitleText> <Subtitle textformat="02">Contact encounters in a Greek primary school</Subtitle> 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 06 09 01 https://benjamins.com/covers/1200_front/pbns.163.hb.png 07 09 01 https://benjamins.com/covers/125/pbns.163.png 25 09 01 https://benjamins.com/covers/1200_back/pbns.163.hb.png 27 09 01 https://benjamins.com/covers/3d_web/pbns.163.hb.png 10 01 JB code pbns.163.01ack xi 1 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code pbns.163.02int 1 12 12 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code pbns.163.03pla 13 37 25 Chapter 3 <TitleType>01</TitleType> <TitleText textformat="02">1. Playful talk, play frames and identity work: An ethnographically informed sociolinguistic approach</TitleText> 10 01 JB code pbns.163.04set 39 72 34 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">2. Setting the scene</TitleText> 10 01 JB code pbns.163.05pla 73 118 46 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">3. Playful talk across contexts at school: Emergence and development</TitleText> 10 01 JB code pbns.163.06seq 119 159 41 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">4. Sequencing and response work: Teasing children's talk in recreational contexts</TitleText> 10 01 JB code pbns.163.07pla 161 203 43 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">5. Play frames and the organisation of classroom talk</TitleText> 10 01 JB code pbns.163.08pla 205 249 45 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">6. Playful talk, play frames and social identities across contexts</TitleText> 10 01 JB code pbns.163.09con 251 256 6 Miscellaneous 9 <TitleType>01</TitleType> <TitleText textformat="02">Conclusion</TitleText> 10 01 JB code pbns.163.10pos 257 261 5 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Post script: Six years later</TitleText> 10 01 JB code pbns.163.11app 263 266 4 Subsection 11 <TitleType>01</TitleType> <TitleText textformat="02">Appendix I: Maps and classroom plan</TitleText> 10 01 JB code pbns.163.12app 267 274 8 Subsection 12 <TitleType>01</TitleType> <TitleText textformat="02">Appendix II: Data sources</TitleText> 10 01 JB code pbns.163.13app 275 276 2 Miscellaneous 13 <TitleType>01</TitleType> <TitleText textformat="02">Appendix III: Transcription conventions</TitleText> 10 01 JB code pbns.163.14ref 277 292 16 Miscellaneous 14 <TitleType>01</TitleType> <TitleText textformat="02">References</TitleText> 10 01 JB code pbns.163.15aut 293 295 3 Miscellaneous 15 <TitleType>01</TitleType> <TitleText textformat="02">Author index</TitleText> 10 01 JB code pbns.163.16sub 297 300 4 Miscellaneous 16 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20071115 2007 John Benjamins 02 WORLD 01 245 mm 02 164 mm 08 705 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 21 24 01 02 JB 1 00 105.00 EUR R 02 02 JB 1 00 111.30 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 24 02 02 JB 1 00 88.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 24 01 gen 02 JB 1 00 158.00 USD