Publications

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Kyratzis, Amy. 2014. Dialogic syntax and complement constructions in toddlers' peer interactions. Cognitive Linguistics 25 (3) : 497–521.
Kyratzis, Amy. 2010. Latina girls’ peer play interactions in a bilingual Spanish-English U.S. preschool: Heteroglossia, frame-shifting, and language ideology. Pragmatics 20 (4) : 557–586.
Kyratzis, Amy. 2009. Codes, code-switching, and context: Style and footing in peer group bilingual play. Multilingua 28 (2-3) : 265–290.
Kyratzis, Amy. 2007. Children Socializing Children: Practices For Organizing the Social and Moral Order Among Peers. Research on Language and Social Interaction 40 (4) : 279–289.
Kyratzis, Amy. 2007. Using the Social Organizational Affordances of Pretend Play in American Preschool Girls' Interactions. Research on Language and Social Interaction 40 (4) : 321–352.
Kyratzis, Amy. 2001. Children's Gender Indexing in Language: From the Separate Worlds Hypothesis to Considerations of Culture, Context, and Power. Research on Language and Social Interaction 34 (1) : 1–13.
Kyratzis, Amy, ed. 2001. Gender Construction in Children's Interactions. A Cultural Perspective. Routledge.
Kyratzis, Amy. 2001. Preschool Girls' and Boys' Verbal Conflict Strategies in the United States and China. Research on Language and Social Interaction 34 (1) : 45–74.
Kyratzis, Amy. 2000. Tactical Uses of Narratives in Nursery School Same-Sex Groups. Discourse Processes 29 (3) : 269–299.
Kyratzis, Amy. 1999. Gender, emotion, and ideology: Language socialization in girls' and boys' nursery school friendship groups. In : 290–308.
Kyratzis, Amy. 1999. The development of discourse markers in peer interaction. Journal of Pragmatics 31 (10) : 1321–1338.
Kyratzis, Amy. 1985. The evolution of meaning in context. Journal of Pragmatics 9 (4) : 453–474.
Kyratzis, Amy. 1985. The evolution of meaning in context. Journal of Pragmatics 9 (4) : 453–474.