Difference between revisions of "Cromdal2001"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Jakob Cromdal; | + | |Author(s)=Jakob Cromdal; |
| − | |Title= | + | |Title=“Can I be with?”: negotiating play entry in a bilingual school |
|Tag(s)=EMCA; Children; Conversation Analysis; Bilingualism; Children's play; | |Tag(s)=EMCA; Children; Conversation Analysis; Bilingualism; Children's play; | ||
|Key=Cromdal2001 | |Key=Cromdal2001 | ||
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|Journal=Journal of Pragmatics | |Journal=Journal of Pragmatics | ||
|Volume=33 | |Volume=33 | ||
| − | |Pages= | + | |Number=4 |
| + | |Pages=515–543 | ||
|URL=http://www.sciencedirect.com/science/article/pii/S0378216699001319 | |URL=http://www.sciencedirect.com/science/article/pii/S0378216699001319 | ||
|DOI=10.1016/S0378-2166(99)00131-9 | |DOI=10.1016/S0378-2166(99)00131-9 | ||
|Abstract=This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual ‘access strategies’ and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations. | |Abstract=This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual ‘access strategies’ and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations. | ||
}} | }} | ||
Latest revision as of 11:44, 29 October 2019
| Cromdal2001 | |
|---|---|
| BibType | ARTICLE |
| Key | Cromdal2001 |
| Author(s) | Jakob Cromdal |
| Title | “Can I be with?”: negotiating play entry in a bilingual school |
| Editor(s) | |
| Tag(s) | EMCA, Children, Conversation Analysis, Bilingualism, Children's play |
| Publisher | |
| Year | 2001 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Pragmatics |
| Volume | 33 |
| Number | 4 |
| Pages | 515–543 |
| URL | Link |
| DOI | 10.1016/S0378-2166(99)00131-9 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual ‘access strategies’ and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations.
Notes
