Children's Peer Talk
Learning from Each Other
Published on 3. April 2014
Book
Hardback
288 pages
978-1-107-01764-1 (ISBN)
Description
Inside 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.
Reviews / Votes
'Child language researchers and early childhood educators have long focused on the opportunities to learn inherent in adult-child interactions. The chapters in this book make clear that peer interactions offer similarly rich, but very different, opportunities to acquire communicative and language skills. Readers of this book will understand the value of attending carefully to those opportunities and to the skills they promote.' Catherine Snow, Patricia Albjerg Graham Professor, Harvard Graduate School of Education 'A major contribution demonstrating how talk children produce for each other provides important resources for learning a second language, discursive literacy, vocabulary learning, cognitive, linguistic and social development, with important implications for reorganizing classroom dynamics.' Marjorie Harness Goodwin, University of California, Los Angeles 'People live and develop in discourse communities. In the present volume, we learn how children's peer groups and peer activities serve as sites of learning and growth. This in-depth account forms an exciting and most welcome contribution to the literature.' Roger Saeljoe, University of GothenburgMore details
Language
English
Place of publication
Cambridge
United Kingdom
Target group
Professional and scholarly
Illustrations
6 Tables, black and white; 12 Halftones, black and white; 4 Line drawings, black and white
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 20 mm
Weight
574 gr
ISBN-13
978-1-107-01764-1 (9781107017641)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
03/2017
Cambridge University Press
€49.10
Shipment within 15-20 days
E-Book
04/2014
Cambridge University Press
€23.49
Available for download
E-Book
03/2014
1st Edition
Cambridge University Press
€26.49
Available for download
Persons
Asta Cekaite is Professor of Child Studies in the Department of Thematic Research at Linkoepings Universitet, Sweden. Shoshana Blum-Kulka (1936-2013) was Professor Emerita in the Department of Communication and the School of Education at the Hebrew University of Jerusalem. Vibeke Grover is Professor of Education in the Department of Education at Universitetet i Oslo. Eva Teubal is Professor Emerita of Early Childhood Education at the David Yellin Academic College of Education, Jerusalem.
Content
1. Children's peer talk and learning: uniting discursive, social and cultural facets of peer interaction. Editors' introduction Asta Cekaite, Shoshana Blum-Kulka, Vibeke Grover and Eva Teubal; Part I. 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 Sa 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 II. 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 Sahlstroem Fritjof; 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 Veslemoy Rydland, Vibeke Grover and Joshua Lawrence; 12. What, when and how do children learn from talking with peers? Katherine Nelson.