Publications

Found 14 recordsSort by Active filters:
Cekaite, Asta. 2017. Dilemmatic aspects of language policies in a trilingual preschool group. Multilingua 36 (4) : 425–450.
Cekaite, Asta. 2017. The Comforting Touch: Tactile Intimacy and Talk in Managing Children’s Distress. Research on Language and Social Interaction 51 (2) : 109–127.
Cekaite, Asta. 2016. Touch as social control: Haptic organization of attention in adult–child interactions. Journal of Pragmatics 92 : 30–42.
Cekaite, Asta. 2015. The Coordination of Talk and Touch in Adults’ Directives to Children: Touch and Social Control. Research on Language and Social Interaction 48 (2) : 152–175.
Cekaite, Asta. 2015. Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent–Child Interactions. Multilingua 34 (3) : 319–346.
Cekaite, Asta. 2013. Calibration in directive/response sequences in family interaction. Journal of Pragmatics 46 (1) : 122–138.
Cekaite, Asta. 2012. Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom. Language in Society 41 (4) : 641–670.
Cekaite, Asta. 2011. Activity contracts and directives in everyday family politics. Discourse & Society 22 (2) : 137–154.
Cekaite, Asta. 2010. Shepherding the child: embodied directive sequences in parent–child interactions. Text & Talk 30 (1) : 1–25.
Cekaite, Asta. 2010. Subverting and reproducing institutionalized norms for language use in multilingual peer groups. Pragmatics 20 (4) : 587–604.
Cekaite, Asta. 2008. Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting. In : 105–129.
Cekaite, Asta. 2008. Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings. The International Journal of Multilingualism 5 (3) : 177–196.
Cekaite, Asta. 2005. Language Play, a Collaborative Resource in Children's L2 learning. Applied Linguistics 26 (2) : 169–191.
Cekaite, Asta. 2004. Repetition and Joking in Children’s Second Language Conversations: Playful Recyclings in an Immersion Classroom. Discourse Studies 6 (3) : 373–392.