Novedad bibliográficaInfoling 5.16 (2017)

Título:Children's Peer Talk
Subtítulo:Learning from Each Other
Autores/as:Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke; Teubal, Eva
Año de publicación:2017
Lugar de edición:Cambridge
Editorial:Cambridge University Press
DescripciónInside and outside the classroom, children of all ages spend time interacting with their peers. Through these early interactions, children make sense of the world and co-construct their childhood culture, while simultaneously engaging in interactional activities which provide the stepping stones for discursive, social and cognitive development. This collection brings together an international team of researchers to document how children's peer talk can contribute to their socialization and demonstrates that if we are to understand how children learn in everyday interactions we must take into account peer group cultures, talk, and activities. This book will be of interest to students and researchers in the fields of language acquisition, sociolinguistics, pragmatics and discourse analysis, and related disciplines. It examines naturally occurring talk of children aged from three to twelve years from a range of language communities, and includes ten studies documenting children's interactions and a comprehensive overview of relevant research.

- Includes studies from a range of language communities so that readers can get a broad view of communicative practices
- Includes data from peer interactions and will appeal to those who are interested in naturally occurring learning processes
- Develops an interdisciplinary approach to children's peer discourse and culture and will appeal to readers from a range of academic fields, including language, education and anthropology
Temática:Análisis del discurso, Lingüística cognitiva, Pragmática, Sociolingüística

Part I Introduction 1

1 Children’s peer talk and learning: uniting discursive, social, and cultural facets of peer interactions: editors’ introduction
Asta Cekaite, Shoshana Blum-Kulka, Vibeke Grøver and Eva Teubal

Part II Children’s peer talk and extended discourse

2 “Now I said that Danny becomes Danny again”: a multifaceted view of kindergarten children’s peer argumentative discourse
Sara Zadunaisky Ehrlich and Shoshana Blum-Kulka

3 Narrative performance, peer group culture, and narrative development in a preschool classroom
Ageliki Nicolopoulou, Carolyn Brockmeyer Cates, Aline de Sá and Hande Ilgaz

4 “Let’s pretend you’re the wolf!”: the literate character of pretend-play discourse in the wake of a story
Esther Vardi-Rath, Eva Teubal, Hadassah Aillenberg and Teresa Lewin

5 Explanatory discourse and historical reasoning in children’s talk: an experience of small group activity
Camilla Monaco and Clotilde Pontecorvo

6 Evaluation in pre-teenagers’ informal language practices around texts from popular culture
Janet Maybin

Part III Children’s peer talk and second language learning

7 Peer interaction, framing, and literacy in preschool bilingual pretend play
Amy Kyratzis

8 Metasociolinguistic stance taking and the appropriation of bilingual identities in everyday peer language practices
Ann-Carita Evaldsson and Fritjof Sahlström

9 “Say princess”: the challenges and affordances of young Hebrew L2 novices’ interaction with their peers
Shoshana Blum-Kulka and Naomi Gorbatt

10 Language play, peer group improvisations, and L2 learning
Asta Cekaite and Karin Aronsson

11 The potentials and challenges of learning words from peers in preschool: a longitudinal study of second language learners in Norway
Veslemøy Rydland, Vibeke Grøver and Joshua Lawrence

Part IV Conclusion

12 What, when, and how do children learn from talking with peers?
Katherine Nelson

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Fecha de publicación en Infoling:7 de mayo de 2017

Novedades bibliográficas: desde 2010