Mealtime talk as a language learning context: Australian Chinese parents’ language use in interactions with their preschool-aged children at the dinner table

Hu, Jiangbo; Torr, Jane; Wei, Yonggang; Jiang, Changhua

doi:10.1080/03004430.2019.1621862

Cited by 4 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The frequency of parents’ use of extended discourses (explanatory or narrative talk) and rare words at the dinner table is positively associated with children’s vocabulary and language expression skills. Hu et al (2019b) explored five Chinese Australian mothers’ language use during mealtime from the perspective of interpersonal functions (offer, demand, question, and statement). It reveals that the parents’ choices of different interpersonal functions in their conversations with children would spontaneously shape children’s communication roles (e.g., demand complier or question answerer), which may impact children’s language skills subtly in terms of role-playing in communications.…”

Section: Dinner Table Talk and Children’s Language Learningmentioning

confidence: 99%

“…Research suggests that dinner table talk constructs multiple interactive contexts where the richness and complexity of conversational language would increase, and this is viewed as a significant language learning context for children ( Bohanek et al, 2009 ; Fruh et al, 2011 ; Hu et al, 2019b ). Research finds that certain genres of parent-child mealtime talk including explanatory, narrative, and justification discourse that relate to decontextualized topics positively associated with children’s expressive language and social-cognitive skills ( Aukrust, 2002 ; Brumark, 2006 ; Snow and Beals, 2006 ; Bova, 2011 ; Rowe, 2013 ; Bova and Arcidiacono, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Reasoning Talk at Chinese Families’ Dinner Table: Across Three Generations and Different Communicative Contexts

et al. 2021

Self Cite

View full text Add to dashboard Cite

This study examines the feature of reasoning talk used by 37 Chinese families at the dinner table across three generations with the background of co-parenting and in consideration of different communicative contexts. Drawing upon Hasan’s semantic framework, reasons were mainly coded as logical or social types. We categorize the communicative context of reasoning talk into contextualized (meal-related) and decontextualized topics. When the proportion of social reasoning was found slightly higher than that of logical reasoning, the families’ reasoning talk account for only 3.85% of the total language. Specifically, the count of mothers’ total reasoning talk was significantly above other family members, while there were no significant differences among the other participants. The effect of the communicative contexts on family members’ social reasoning was found. The reasoning talk grounded on local rules (family-made rules) and coercive power occurred significantly more frequently in contextualized than decontextualized context. A higher rate of local-rule grounded reasoning talk of all family members appeared in contextualized than decontextualized context, and this gap was particularly obvious among mothers. These findings reveal the significant role of mothers in family communications and confirm the pedagogical values of decontextualized communicative context for promoting children’s learning opportunities at the dinner table.

show abstract

Section: Dinner Table Talk and Children’s Language Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reasoning Talk at Chinese Families’ Dinner Table: Across Three Generations and Different Communicative Contexts

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Aile dinamiklerini doğal bir bağlamda sunması nedeniyle yemek sürecindeki etkileşimler araştırmalara konu olmakta ve çeşitli açılardan ele alınarak incelenmektedir. Bazı araştırmalarda yemek sırasındaki etkileşimlerdeki kültürel farklara odaklanılmaktadır (Aukrust ve Snow, 1998;Blum-Kulka, 1994;Hu, Torr, Wei ve Jiang., 2021;Ochs ve Shohet, 2006). Toplumsal yapının doğal bir süreci olarak yemek saati etkileşimleri; dilin günlük hayattaki kullanımına dair kullanımlarının çocuklara kazandırılmasında kritik rol oynamakta ve kültürden beslenmektedir.…”

Section: Introductionunclassified

“…Ailelerin yemek sırasındaki etkileşimleri kültürel olmakla beraber aynı kültürden gelmelerine rağmen ailelerin yemek etkileşimlerinde farklar olduğuna değinilerek sosyal ve kültürel özelliklerden ziyade ailelerin yaşam tarzlarının ve yemek alışkanlıklarının, etkileşimleri üzerinde belirleyici olduğuna dikkat çekilmektedir (Hu, Torr, Wei ve Jiang, 2019;2021). Dolayısıyla yemek sırasında ebeveyn-çocuk etkileşimleri farklı açılardan ele alınmaktadır.…”

Section: Introductionunclassified

Parent-Child Interactions and Use of Technology During Dinnertime in Families with Children Aged 4-6

HARMANDAR-ERGÜL

Işıkoğlu

2022

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Bu araştırmada, 4-6 yaşlarındaki çocuklar ve ebeveynlerinin yemek sırasındaki etkileşimlerinin derinlemesine incelenmesi amaçlanmıştır. Bu kapsamda ebeveynlerin çocuklarıyla yemek sırasındaki etkileşimleri, ifadelerin türü ve içeriği, ebeveynlerin etkileşimlere dair görüşleri ve çocukların yemek sırasında teknolojik aletlerle etkileşim kurma durumu incelenmiştir. Nitel durum çalışması desenindeki araştırmanın çalışma grubunu kolay ulaşılabilir durum örneklemesiyle ulaşılan 17 çocuk ve ebeveynleri oluşturmuştur. Gözlem ve yarı yapılandırılmış görüşmelerle toplanan verilerin analizinde içerik analizi tekniğine başvurulmuştur. Bulgular Akşam yemeklerine genel bakış ve Yemek sohbetleri olarak adlandırılan iki temada sunulmuştur. Sonuç olarak; ailelerin genellikle birlikte yemek yedikleri ancak yemekteki etkileşimlerinin sınırlı olduğu saptanmıştır. Ebeveynlerin genellikle çocuklarına emir bildiren ifadeler yönelterek yemeğini bitirmeye yönlendirdiği; çocukların ise yemek dışındaki konulara da yoğunlaşarak sohbet etme eğiliminde oldukları görülmüştür. Genel etkileşimler sınırlı olmasına rağmen yemek sırasında öğrenme fırsatlarının yakalandığı da dikkat çekmiştir. Son olarak teknolojik aletlerle kurulan etkileşimin hem doğrudan hem de arka planda gerçekleşebildiği ve az sayıda çocuğun ekrana maruz kaldığı sonucuna ulaşılmıştır.

show abstract

Effects of Parents' Mealtime Conversation Techniques for Preschool Children With Hearing Loss Who Use Listening and Spoken Language

Smolen

Wang

Hartman

et al. 2021

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose This mixed-methods study aimed to examine the conversation techniques used by parents of young children with hearing loss (HL) during dinnertime at home. Parents' usage rates of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit vocabulary instruction were examined in relation to children's receptive vocabulary and basic-concepts skills. Method Twenty-minute dinnertime segments were extracted from naturalistic, daylong recordings of 37 preschoolers with HL who used listening and spoken language. The segments were hand-coded for parents' use of conversation techniques. Children's receptive vocabulary and basic concepts were assessed using standardized measures. Results Parents' use of conversation techniques varied widely, with closed-ended elicitation and directives used most frequently during dinner. Explicit vocabulary instruction was correlated with general receptive vocabulary and basic-concepts skills. Thematic analysis of the conversations revealed common themes, including concrete topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. Conclusions Parents of preschoolers with HL may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.

show abstract

Mealtime talk as a language learning context: Australian Chinese parents’ language use in interactions with their preschool-aged children at the dinner table

Cited by 4 publications

References 26 publications

Reasoning Talk at Chinese Families’ Dinner Table: Across Three Generations and Different Communicative Contexts

Reasoning Talk at Chinese Families’ Dinner Table: Across Three Generations and Different Communicative Contexts

Parent-Child Interactions and Use of Technology During Dinnertime in Families with Children Aged 4-6

Effects of Parents' Mealtime Conversation Techniques for Preschool Children With Hearing Loss Who Use Listening and Spoken Language

Contact Info

Product

Resources

About