Chapter 1. Children’s socialization to multi-party interactive practices
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Aliyah Morgenstern
Abstract
Multiparty interactions are crucial situations to study how children can participate in collaborative talk and broaden their experience of various interactional practices. Family dinners are particularly relevant to analyze how children and adults play different participatory roles and how parents implicitly socialize their children to complex interactional competences. We present a study of dinner talk in upper-middle-class Parisian families. We conducted quantitative analyses of the interactions using systematic coding according to three features: who participates as speaker, addressee or non-addressed identifiable listener for each utterance; who children and adults refer to in their conversational contributions; whether talk is about the here and now of the dinner or not. Results from our coding are complemented with detailed analyses of chosen extracts so as to provide a fuller picture of the identified features of dinner talk.
Abstract
Multiparty interactions are crucial situations to study how children can participate in collaborative talk and broaden their experience of various interactional practices. Family dinners are particularly relevant to analyze how children and adults play different participatory roles and how parents implicitly socialize their children to complex interactional competences. We present a study of dinner talk in upper-middle-class Parisian families. We conducted quantitative analyses of the interactions using systematic coding according to three features: who participates as speaker, addressee or non-addressed identifiable listener for each utterance; who children and adults refer to in their conversational contributions; whether talk is about the here and now of the dinner or not. Results from our coding are complemented with detailed analyses of chosen extracts so as to provide a fuller picture of the identified features of dinner talk.
Chapters in this book
- Prelim pages i
- Table of contents v
- Language, culture and social interaction 1
-
Part 1. Dialogues at home
- Chapter 1. Children’s socialization to multi-party interactive practices 45
- Chapter 2. Making unquestionable worlds 87
- Chapter 3. Talking to children with atypical development 121
- Chapter 4. Promoting communication practices about school activities in multilingual families 153
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PART II. Dialogues at school
- Chapter 5. Language, interaction, and culture at school 193
- Chapter 6. Dialogicity in diapers 221
- Chapter 7. Challenging the triadic dialogue format 257
- Chapter 8. Building bridges 295
- Chapter 9. Facilitating children’s elicitation of interlaced narratives in classroom interactions 317
- Chapter 10. Student-teacher e-mail interaction as asynchronous dialogue in an academic setting 351
- Contributors 377
- Index 383
Chapters in this book
- Prelim pages i
- Table of contents v
- Language, culture and social interaction 1
-
Part 1. Dialogues at home
- Chapter 1. Children’s socialization to multi-party interactive practices 45
- Chapter 2. Making unquestionable worlds 87
- Chapter 3. Talking to children with atypical development 121
- Chapter 4. Promoting communication practices about school activities in multilingual families 153
-
PART II. Dialogues at school
- Chapter 5. Language, interaction, and culture at school 193
- Chapter 6. Dialogicity in diapers 221
- Chapter 7. Challenging the triadic dialogue format 257
- Chapter 8. Building bridges 295
- Chapter 9. Facilitating children’s elicitation of interlaced narratives in classroom interactions 317
- Chapter 10. Student-teacher e-mail interaction as asynchronous dialogue in an academic setting 351
- Contributors 377
- Index 383
