A Child's Say in Parent—Teacher Talk at the Pre-School: Doing Conversation Analytic Research in Early Childhood Settings

Leiminer, Michele J.; Baker, Carolyn D.

doi:10.2304/ciec.2000.1.2.3

Cited by 13 publications

(12 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The present study mainly draws upon this small, but growing body of literature (e.g. Baker & Keogh 1995Leiminer & Baker 2000;MacLure & Walker 1999Silverman et al 1998). One of the main reasons for the paucity of descriptive research on the subject is the confidential and sensitive nature of PTMs (as underlined in Section 3.1).…”

Section: The Uncharted Territory Of Mediated Ptmsmentioning

confidence: 99%

Dialogue interpreting as intercultural mediation

Davitti

2013

INTP

View full text Add to dashboard Cite

Research on dialogue interpreting shows that interpreters do not simply convey speech content, but also perform crucial coordinating and mediating functions. This descriptive study, which is based on PhD research conducted at the University of Manchester, explores the activity of qualified dialogue interpreters in three video-recorded parent-teacher meetings involving immigrant mothers. English and Italian are the languages used, the meetings having taken place in the UK (one case) and Italy (two cases). The study focuses on interpreters' handling of evaluative assessment, in many cases introduced by them in the target speech as an "upgrading rendition". Transcribed extracts are examined in a micro-analytical perspective, the dynamics of each actor's (dis)engagement towards interlocutors being studied in relation to gaze patterns annotated by dedicated software. Results show that the interpreter actively promotes alignment between the parties; however, s/he often does so by emphasising positive considerations to the mother. The outcome of this approach is that the mother accepts, but is not encouraged to co-construct a negotiated solution: she is assimilated, not empowered.

show abstract

Section: The Uncharted Territory Of Mediated Ptmsmentioning

confidence: 99%

Dialogue interpreting as intercultural mediation

Davitti

2013

INTP

View full text Add to dashboard Cite

show abstract

“…Tidigare forskning om utvecklingssamtal visar att föräldrar och pedagoger anser att dessa samtal är värdefulla inslag för att upprätthålla och utveckla relationen mellan hem och förskola eller skola (Baker & Keogh, 1995;Leiminer & Baker, 2000;Markström, 2005Markström, , 2006Markström, , 2008Pillet-Shore, 2003;Sandberg & Vuorinen, 2008;Vuorinen, 2010). Utvecklingssamtal i förskolan har tidigare främst studerats med fokus på relationen och gränserna mellan privat och offentligt, och där ansvaret för barnet i hemmet och förskolan förhandlas (Alasuutari, 2009;Alasuutari & Karila, 2010;Markström, 2009).…”

Section: Utvecklingssamtal I Förskolanunclassified

“…Utvecklingssamtal kan förstås som ett verktyg för styrning och normalisering till ett idealt förskolebarn, men även i förhållande till föräldrar (Alasuutari & Karila, 2010;Markström, 2010Markström, , 2011bMarkström, , 2013Vallberg-Roth & Månsson, 2008). Detta har bland annat studerats genom att fokusera samtalens interaktionella struktur, hur barn och föräldrar positioneras och vad som anses som normalt i relation till den institutionella ordningen (Alasuutari & Markström, 2011;Leiminer & Baker, 2000;Markström, 2009Markström, , 2011bSilverman, Baker & Keogh, 1998). Pedagoger kategoriserar ofta barn och deras beteende som bra eller dåligt genom språkliga strategier med benämningar som kan kopplas till olika diskurser, och när det gäller de yngsta barnen, ofta i linje med utvecklingspsykologisk teori och terminologi.…”

Section: Utvecklingssamtal I Förskolanunclassified

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

Simonsson¹,

Markström²

2013

nbf

View full text Add to dashboard Cite

Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to study the parent-teacher conference in the Swedish preschool and, based on interviews with preschool teachers, generate knowledge about how they view and the importance they give the parent-teacher conference as a social practice in the preschool and as a part of their profession. The analyses of the interviews show that the parent-teacher conference is an important tool for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the results show that the parent-teacher conference is central for creating a complete picture of the child, and that it can be seen as an assessment practice for not only the child, the parents and the preschool as an institution but also for the preschool teachers themselves in their role as professionals.

show abstract

“…Previous research has shown that parent-teacher conferences in educational settings are complex practices in which different interests are represented (Alasuutari 2009;Leiminer and Baker 2000;MacLure and Walker 2000;Markström 2006Markström , 2009Silverman et al 1998). The findings suggest that the parent-teacher conferences primarily focus on assessing and evaluating the individual child (Baker and Keogh 1995;Markström 2006Markström , 2009Pillet-Shore 2003;Silverman et al 1998) and teachers often categorise children and their behaviour as good or bad drawing on different discourses and linguistic strategies (c.f.…”

Section: Introductionmentioning

confidence: 99%

Constructions of Girls in Preschool Parent–Teacher Conferences

Markström

Simonsson

2011

IJEC

View full text Add to dashboard Cite

The article investigates the discursive constructions of preschool girls and points to how girls are positioned, assessed and constructed by adults in parentteacher conferences in Swedish preschools. Using transcripts of audio-taped episodes from parent-teacher conferences, the analysis reveals that gender is an important aspect of the adults' talk and indicates that a practice like parent-teacher conferences contributes to and distributes conventional and traditional gender roles in the existing preschool context. The girls are positioned as ordinary preschool girls who do what preschool girls should normally do and as disputed ''girlish girls'' associated with behaviour and characterisations embedded in a historically feminine discourse. Additionally, there are also counter discourses that both challenge and encourage different femininities, including one that draws on masculinity and is regarded as empowering. These contradictions not only show the complexity of the pedagogical practice but also of gender issues in the early years.Résumé Dans cet article, nous examinons la construction discursive de jeunes filles dans l'école maternelle et nous soulignons comment les jeunes filles sont positionnées, évaluées et construites par des adultes dans de conférences entre les parents et les professeurs dans des écoles maternelles en Suède. En utilisant des transcriptions d'audio-enregistrements d'épisodes de conférences entre les parents et les professeurs, les analyses révèlent que genre est un aspect important dans le dialogue des adultes; les analyses indiquent aussi que la pratique de conférences entre les parents et les professeur contribuent aux rôles de genre conventionnels et traditionnels dans le contexte examiné, c'est a dire l'école maternelle. Les jeune filles sont positionnées comme des écolières qui faisant ce que les écolières feront normalement et comme de écolières féminines, associées aux manières et caractérisations colorée par une discours historiquement féminine. Il y a aussi de «contre-discours» qui provoquent et encouragent de diffèrent femininités, même ceux qui sont associé avec masculinité et vue comme fortifiants. Ces contradictions révèlent la complexité de la pratique pédagogique et la complexité de genre parmi le plus jeunes.Resumen Este artículo investiga las construcciones discursivas de las niñas en edad preescolar y señala cómo las niñas son posicionadas, juzgadas y construidas por los adultos en las conferencias de padres y maestros en el preescolar de Suecia. Usando transcripciones de audio grabadas durante las conferencias de padres y maestros, el análisis revela que el género es un aspecto importante de la conversación de los adultos, e indica que una práctica como las conferencias de padres y maestros contribuye y distribuye los roles de género convencionales y tradicionales existentes en el preescolar contexto. Las niñas son posicionadas como niñas ordinarias en edad preescolar que hacen lo que las niñas en edad preescolar normalmente debe hacer y que, concebidas como ''niñas fe...

show abstract

A Child's Say in Parent—Teacher Talk at the Pre-School: Doing Conversation Analytic Research in Early Childhood Settings

Cited by 13 publications

References 8 publications

Dialogue interpreting as intercultural mediation

Dialogue interpreting as intercultural mediation

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

Constructions of Girls in Preschool Parent–Teacher Conferences

Contact Info

Product

Resources

About