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Chapter 9. Facilitating children’s elicitation of interlaced narratives in classroom interactions

Abstract

This chapter is based on the analysis of interactions that were video-recorded during 66 meetings in 24 (years 4 to 7) classrooms in five Italian schools. These meetings are part of a project aiming to collect personal photos regarding children’s memories and to use them to facilitate the production of narratives around children’s memories in classroom interactions. This chapter focuses on the facilitation of interlaced narratives, i.e. new narratives elicited through children’s responses to an initial narrative. The analysis concerns the ways in which facilitative actions enhance (or do not enhance) interlaced narratives, and the interactional structures that allow (or do not allow) children to elicit new narratives, that is, to move from a child’s initial narrative to other children’s narratives.

Abstract

This chapter is based on the analysis of interactions that were video-recorded during 66 meetings in 24 (years 4 to 7) classrooms in five Italian schools. These meetings are part of a project aiming to collect personal photos regarding children’s memories and to use them to facilitate the production of narratives around children’s memories in classroom interactions. This chapter focuses on the facilitation of interlaced narratives, i.e. new narratives elicited through children’s responses to an initial narrative. The analysis concerns the ways in which facilitative actions enhance (or do not enhance) interlaced narratives, and the interactional structures that allow (or do not allow) children to elicit new narratives, that is, to move from a child’s initial narrative to other children’s narratives.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Language, culture and social interaction 1
  4. Part 1. Dialogues at home
  5. Chapter 1. Children’s socialization to multi-party interactive practices 45
  6. Chapter 2. Making unquestionable worlds 87
  7. Chapter 3. Talking to children with atypical development 121
  8. Chapter 4. Promoting communication practices about school activities in multilingual families 153
  9. PART II. Dialogues at school
  10. Chapter 5. Language, interaction, and culture at school 193
  11. Chapter 6. Dialogicity in diapers 221
  12. Chapter 7. Challenging the triadic dialogue format 257
  13. Chapter 8. Building bridges 295
  14. Chapter 9. Facilitating children’s elicitation of interlaced narratives in classroom interactions 317
  15. Chapter 10. Student-teacher e-mail interaction as asynchronous dialogue in an academic setting 351
  16. Contributors 377
  17. Index 383
Language and Social Interaction at Home and School
This chapter is in the book Language and Social Interaction at Home and School
https://doi.org/10.1075/ds.32.09bar

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Language, culture and social interaction 1
  4. Part 1. Dialogues at home
  5. Chapter 1. Children’s socialization to multi-party interactive practices 45
  6. Chapter 2. Making unquestionable worlds 87
  7. Chapter 3. Talking to children with atypical development 121
  8. Chapter 4. Promoting communication practices about school activities in multilingual families 153
  9. PART II. Dialogues at school
  10. Chapter 5. Language, interaction, and culture at school 193
  11. Chapter 6. Dialogicity in diapers 221
  12. Chapter 7. Challenging the triadic dialogue format 257
  13. Chapter 8. Building bridges 295
  14. Chapter 9. Facilitating children’s elicitation of interlaced narratives in classroom interactions 317
  15. Chapter 10. Student-teacher e-mail interaction as asynchronous dialogue in an academic setting 351
  16. Contributors 377
  17. Index 383
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