“Buenos Días/((Military Salute))”: The Natural History of a Coined Insult

“ ‘Schwedis’ he can’t even say Swedish” - subverting and reproducing institutionalized norms for language use in multilingual peer groups

“…They transform this talk by repeating structural elements, recycling arguments, shifting emphasis and using format tying, parodic imitations, and joint laughter to collaboratively stage counter-moves, render joint commentary and refocus accusations of untoward behaviours. Repetition and recycling involve intricate language skills and abilities to analyse the format (phonetic, lexical choice, syntactic) of prior turns (Cekaite & Aronsson 2004;Goodwin 1990;Evaldsson 2005;Reynolds 2007), which also increase the excitement and intensify the event, rendering it public, more vivid and captivating, providing communicative resources to reorganize the peer group and negotiate linguistic norms.…”

Parallelism, Metalinguistic Play, and the Interactive Emergence of Zinacantec Mayan Siblings' Culture

“…At this point, the verbal battle had apparently reached its limits, as Lol has totally overlapped Jacinto's turn with his vocative machete. Reynolds (2007) also finds that the children of her study reach an interactional limit in their verbal duel with a ridiculized greeting. It is important, however to notice that with ritual insults, there are no inherent interactional limits.…”

“…This is especially salient in a society where children grow up in the age-graded hierarchy of extended families with roles assigned by adults in a deeply patterned labor-oriented life. Researchers in the Mayan area studying children have noticed the prevalence of age--graded sibling interactions in children's socialization (Gaskins, 2006;Maynard, 2002;Reynolds, 2007;Rogoff, 1990). Zinacantan is no exception.…”

The Handbook of Language Socialization

“…However, thls body of studies differs from other peer socialization research in giving special emphasis to (1) chlldren's agency in attending to and building local hlera;c11y and social organization; (2) the importance of examining moment-to-moment, embodied, and situated practices in sequences of interaction; and (3) the relevance of using ethnography to provide broader perspectives on the resources drawn upon by chlldren in moment-to-moment interactions. Importantly, the studies also expand the types of children's peer groups studied to include age-graded groupings in which older siblings and kin care for younger children (de Leon 2007, in press b;Minks 2010;Reynolds 2007Rogoff 1981). Moreover, as many of the world's children currently grow up in postcolonial and transnational societies, the studies expand the types of children's peer groups to include peer and kin groups in multicultural and multilingual comrntmities.…”

“…These playful exploratory combinations provide children with a resource for exploring relations among different social roles, settings, and discourses (Briggs and Bauman 1992); for delivering powerful moral messages, and for negotiating and subverting existing social order (de Le6n 2007; K yratzis Loyd 2006Loyd , 2011Minks 2006;Paugh 2005;Reynolds 2002Reynolds , 2007Reynolds ,2008. Even children in the early childhood years show agency in using such resources.…”