Difference between revisions of "Cuff-Hustler1982"
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|Author(s)=E.C. Cuff; D. Hustler | |Author(s)=E.C. Cuff; D. Hustler | ||
|Title=Stories and storytime in an infant classroom | |Title=Stories and storytime in an infant classroom | ||
| − | |Tag(s)=EMCA; Storytelling; Classroom; Children; | + | |Tag(s)=EMCA; Storytelling; Classroom; Children; Classroom interactional competence |
|Key=Cuff-Hustler1982 | |Key=Cuff-Hustler1982 | ||
|Year=1982 | |Year=1982 | ||
| Line 9: | Line 9: | ||
|Volume=42 | |Volume=42 | ||
|Pages=119-54 | |Pages=119-54 | ||
| + | |Abstract=In this paper, we outline some features of a particular sociological | ||
| + | approach that has the social organization of talk as a central concern. We | ||
| + | attempt some illustrative analyses that might serve to document the | ||
| + | potential relevance of this approach for an understanding of talk in | ||
| + | classrooms, especially, perhaps, talk in infant classrooms. As such, the | ||
| + | paper does not claim to produce 'findings' with regard to the infant | ||
| + | classroom, nor does it express strong interest in warranting the analyses | ||
| + | that are developed. In the course of the paper we do, however, take up | ||
| + | and discuss several important methodological issues as and where they | ||
| + | become pressingly relevant to the argument. Finally, we briefly touch on | ||
| + | some of the implications of the approach for such matters as 'inter- | ||
| + | actional competence' and 'competence at talk-production'. | ||
}} | }} | ||
Revision as of 07:06, 25 September 2018
| Cuff-Hustler1982 | |
|---|---|
| BibType | ARTICLE |
| Key | Cuff-Hustler1982 |
| Author(s) | E.C. Cuff, D. Hustler |
| Title | Stories and storytime in an infant classroom |
| Editor(s) | |
| Tag(s) | EMCA, Storytelling, Classroom, Children, Classroom interactional competence |
| Publisher | |
| Year | 1982 |
| Language | |
| City | |
| Month | |
| Journal | Semiotica |
| Volume | 42 |
| Number | |
| Pages | 119-54 |
| URL | |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
In this paper, we outline some features of a particular sociological approach that has the social organization of talk as a central concern. We attempt some illustrative analyses that might serve to document the potential relevance of this approach for an understanding of talk in classrooms, especially, perhaps, talk in infant classrooms. As such, the paper does not claim to produce 'findings' with regard to the infant classroom, nor does it express strong interest in warranting the analyses that are developed. In the course of the paper we do, however, take up and discuss several important methodological issues as and where they become pressingly relevant to the argument. Finally, we briefly touch on some of the implications of the approach for such matters as 'inter- actional competence' and 'competence at talk-production'.
Notes
