“Now I said that Danny becomes Danny again”: a multifaceted view of kindergarten children’s peer argumentative discourse

Ehrlich, Sara Zadunaisky; Blum‐Kulka, Shoshana

doi:10.1017/cbo9781139084536.005

Cited by 11 publications

(3 citation statements)

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“…The language of play has been analysed in detail within different strands of linguistic ethnography such as peer talk (Blum-Kulka and Snow, 2004; Ehrlich and Blum-Kulka, 2014) and language socialisation (Cook-Gumperz, 1986; Kyratzis, 2004). This research has produced fine-tuned linguistic analyses of children’s interactional language use, contributed substantially to understanding language as essentially dialogic rather than monologic and illuminated the contextual character of language use.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Children’s language play as collaborative improvisations–rethinking paths to literacy

Holm

Ahrenkiel

2022

Journal of Early Childhood Literacy

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Inspired by research in language play and linguistic ethnography, this article examines children’s language play in early childhood education and care (ECEC) as a locally situated generic practice created through children’s semiotic repertoires. The article is based on video-recorded linguistic ethnographic fieldwork in a Danish day care centre. By analysing two play sequences with 3–4 year old children, we examine how the children align to each other in an improvised way while co-creating social worlds. The multimodal micro-ethnographic analysis reveals how an assemblage of chunks of language, musicality, movements, affect and materiality is constitutive of children’s language play, and how language play appears as an integral part of children’s local language practices. The children’s use of a broad range of semiotic repertoires in language play represents a unique practice that might enhance our theoretical and empirical understanding of child language. We argue that empirical insight into children’s language play has the potential for developing paths to language and literacy that challenge the often highly prioritised ‘precursors to literacy’ strategy as the central aim for language learning in ECEC.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Children’s language play as collaborative improvisations–rethinking paths to literacy

Holm

Ahrenkiel

2022

Journal of Early Childhood Literacy

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“…Löfdahl & Hägglund, 2006), use of argumentative and narrative discourse features (e.g. Humphry, Heldsinger & Dawkins, 2017;Zadunaisky Ehrlich & Blum-Kulka, 2014) and functions of language in young children's play (e.g. Tough, 1976).…”

Section: Related Research and Available Oral Language Assessment Toolsmentioning

confidence: 99%

Young Children's Language uses during Play and Implications for Classroom Assessment

Peterson

Eisazadeh

Rajendram

et al. 2018

Australasian Journal of Early Childhood

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THIS PAPER REPORTS ON research examining children's use of language in dramatic play and play with construction materials in kindergarten classrooms within three Indigenous and two non-Indigenous northern Canadian rural communities. Underpinned by sociolinguistic theory, the research involves inductive analysis of video-recorded interactions of five-year-old children during play. Participating children used language for 36 different purposes. Children's construction play talk often involved purposes within the categories of Language for learning and Language for own needs. Children often used language for purposes associated with the Language for learning and Language for imagining categories in dramatic play. As part of collaborative action research, teachers and researchers used these findings to develop a formative oral language observation tool. Using the tool, information gathered can inform practice and communication with parents and speech-language pathologists working with identified children.

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“…The substantive body of research examining free-play and dramatic play interactions has been conducted across decades and international borders. This research has examined power relationships among peers (e.g., Corsaro, 1986;Löfdahl, 2014), types of talk that promote vocabulary and literacy development (e.g., Dickinson, 2009), use of argumentative and narrative discourse elements (e.g., Nicolopoulou, 1996;Zadunaisky Ehrlich & Blum-Kulka, 2014), and functions of language in young children's play (e.g., Corsaro, 1986;Tough, 1976). Although carried out decades ago and in nonindigenous contexts, the analyses and classifications of children's language purposes, conducted by Tough (1976) and Corsaro (1986), more closely align with our inductive analysis of the social purposes of children's interactions than do the language analyses of more recent research.…”

Section: Previous Classifications Of Children's Play Interactionsmentioning

confidence: 99%

Indigenous Children’s Use of Language During Play in Rural Northern Canadian Kindergarten Classrooms

Eisazadeh

Rajendram

Portier

et al. 2017

Literacy Research: Theory, Method, and Practice

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This article reports on research examining the social purposes of Indigenous kindergarten children's language and their construction of Indigenous cultural knowledge within and through interactions with peers during dramatic play and play with construction materials. The participants are three teachers and 29 children from two rural northern Canadian Indigenous communities that are accessible only by plane and winter roads. Data sources are video-recordings of the children's play interactions taken over 4 months and their teachers' perceptions of the Indigenous knowledge that the children construct in their play. Unlike results of many standardized oral language assessments indicating deficits in Indigenous children's language, our results showed that children used language for a wide range of purposes; a range that corresponds with results of previous studies of nonindigenous children's play interactions. Participating Indigenous children most often used language for learning and language for imagining in their play. Their teachers were heartened to see that their students, most frequently the girls, also used language for disagreeing and asserting themselves. Teachers felt that children were constructing powerful cultural identities that would contribute to positive change, if they could use language in these ways outside their Indigenous

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“Now I said that Danny becomes Danny again”: a multifaceted view of kindergarten children’s peer argumentative discourse

Cited by 11 publications

References 0 publications

Children’s language play as collaborative improvisations–rethinking paths to literacy

Children’s language play as collaborative improvisations–rethinking paths to literacy

Young Children's Language uses during Play and Implications for Classroom Assessment

Indigenous Children’s Use of Language During Play in Rural Northern Canadian Kindergarten Classrooms

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