Difference between revisions of "Baker-Freebody1986"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Carolyn D. Baker; Peter Freebody; | |Author(s)=Carolyn D. Baker; Peter Freebody; | ||
| − | |Title=Representations of | + | |Title=Representations of questioning and answering in children's first school books |
|Tag(s)=EMCA; Child-adult conversation; question-answer sequences; first school books; literacy acquisition; | |Tag(s)=EMCA; Child-adult conversation; question-answer sequences; first school books; literacy acquisition; | ||
|Key=Baker-Freebody1986 | |Key=Baker-Freebody1986 | ||
| Line 9: | Line 9: | ||
|Volume=15 | |Volume=15 | ||
|Number=4 | |Number=4 | ||
| − | |Pages= | + | |Pages=451–483 |
| − | |Abstract= Children's first school books contain a considerable amount of reported talk | + | |URL=https://www.cambridge.org/core/journals/language-in-society/article/representations-of-questioning-and-answering-in-childrens-first-school-books/0011BF06BFAE5B0C3FBB26E28D548D45 |
| − | + | |DOI=10.1017/S0047404500011970 | |
| − | + | |Abstract=Children's first school books contain a considerable amount of reported talk among characters in the stories. This is a central aspect of the characterization of these books as transitional from the conventions of oral language to the conventions of written prose, that is, as introductions to literacy. The nature of the written representation of conversation in such books has not previously been examined. This paper presents a partial analysis of this feature of beginning school readers, focussing on “question-answer sequences.” We show how these representations of talk compare with naturalistic research on child-adult interaction at home and in classrooms, and we propose that the model of child-adult talk portrayed in “home” and “school” scenes in the books appears to endorse some of the conventions for participation in instructional talk, and in this respect is implicitly a source of socialization into classroom culture. At the same time, we find that the texts give child speakers far more initiative in conversation than typically obtains in classroom talk, and this is seen also to be a feature of the social constitution of the child in these texts. Thus an image of childhood which combines conversational initiative and conversational competence as a member of the classroom community is conveyed. The paper also points out possible difficulties for child readers in interpreting the talk-on-paper, arising both from textual formats and from the particular version of the child as conversationalist which the books describe. | |
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Latest revision as of 07:07, 21 October 2019
| Baker-Freebody1986 | |
|---|---|
| BibType | ARTICLE |
| Key | Baker-Freebody1986 |
| Author(s) | Carolyn D. Baker, Peter Freebody |
| Title | Representations of questioning and answering in children's first school books |
| Editor(s) | |
| Tag(s) | EMCA, Child-adult conversation, question-answer sequences, first school books, literacy acquisition |
| Publisher | |
| Year | 1986 |
| Language | |
| City | |
| Month | |
| Journal | Language in Society |
| Volume | 15 |
| Number | 4 |
| Pages | 451–483 |
| URL | Link |
| DOI | 10.1017/S0047404500011970 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Children's first school books contain a considerable amount of reported talk among characters in the stories. This is a central aspect of the characterization of these books as transitional from the conventions of oral language to the conventions of written prose, that is, as introductions to literacy. The nature of the written representation of conversation in such books has not previously been examined. This paper presents a partial analysis of this feature of beginning school readers, focussing on “question-answer sequences.” We show how these representations of talk compare with naturalistic research on child-adult interaction at home and in classrooms, and we propose that the model of child-adult talk portrayed in “home” and “school” scenes in the books appears to endorse some of the conventions for participation in instructional talk, and in this respect is implicitly a source of socialization into classroom culture. At the same time, we find that the texts give child speakers far more initiative in conversation than typically obtains in classroom talk, and this is seen also to be a feature of the social constitution of the child in these texts. Thus an image of childhood which combines conversational initiative and conversational competence as a member of the classroom community is conveyed. The paper also points out possible difficulties for child readers in interpreting the talk-on-paper, arising both from textual formats and from the particular version of the child as conversationalist which the books describe.
Notes
