Kids Talk: Strategic Language Use in Later Childhood

Voorkant
Susan M. Hoyle, Carolyn Temple Adger
Oxford University Press, 10 sep. 1998 - 312 pagina's
Between early childhood and adulthood, language acquisition is succeeded by a bloom of repertoire for managing interaction, a growing sensitivity to the relation of language and society, an expanding ability to wield power through the strategic use of language, and an increasing sophistication in framing speech activities. This book examines a wide range of language practices among school-age children and teenagers, using data from naturally occurring recorded talk and from careful observation of interaction in peer groups. The contributors analyze talk at play, at school, and at work, documenting the growing communicative skills of young people while always focusing on what young speakers themselves do with (and through) language. Theoretical constructs to which the contributors appeal include Goffman's notion of footing and Hymes' communicative competence, as well as multiple characterizations of discourse structure. The chapters show older children as strategic language users, dynamic actors who are often concerned with defining themselves as a distinctive group, different from adults, yet who just as often display proficiency at sophisticated discourse activities that presage those of adulthood.
 

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Inhoudsopgave

Conflict and Footing in Hopscotch
23
2 Register and Footing in Role Play
47
Niceness Meanness and Discourse Norms
68
4 Developing Adolescent Peer Culture through Collaborative Narration
82
Puerto Rican Children in New York City
95
Discourses of Sexuality among Adolescent African American Girls
113
Structure and Improvisation in Language Development at Primary School
134
8 Register Shifting with Dialect Resources in Instructional Discourse
151
9 The Effect of Role and Footing on Students Oral Academic Language
170
Collaborative Learning and Distributed Cognition
187
Language as Guerrilla Warfare at Capital High
205
12 Working through Language
217
Conversation and Collaboration in a Youth Writing Group
241
References
267
Index
288
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