Voicing infant talk: Infant's agency in Spanish family interactions

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Culture and Social Interaction Pub Date : 2024-09-11 DOI:10.1016/j.lcsi.2024.100857
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Abstract

In a moment in which society frequently legitimizes the narrative that young children are “goal-oriented”, “competent” and “agents”, this paper denaturalizes this core value through empirical examples of how agency is enacted in family practices in which parents and siblings animate infant “speech” (voicing), fortifying the child's active family membership. The paper draws from a multimodal, longitudinal, ethnographic study examining the language socialization of infants in Spanish middle-class families from Madrid. In dialogue with a relational approach to agency, voicing is analyzed to showcase how the social construction of babies' agency dynamically changes in different positions (e. g. between competence and vulnerability) and in different verbal and no-verbal attunements between babies and family members. As we consider the interactional and verbal routine of voicing, we also move to a more vaguely defined terrain of undervalued dimensions, such as infant vocalizations and other forms of multimodal and embodied communicative practices, as they co-occur in socio-material ensembles.

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婴儿说话的声音:西班牙家庭互动中的婴儿能动性
社会经常将幼儿是 "目标导向型"、"能干的 "和 "代理人 "的说法合法化,在这种情况下,本文通过实证实例说明了代理人如何在家庭实践中发挥作用,即父母和兄弟姐妹如何将婴儿的 "言语"(发声)变成现实,从而强化儿童的积极家庭归属感,从而将这一核心价值观非自然化。本文借鉴了一项多模态、纵向、人种学研究,考察了马德里西班牙中产阶级家庭中婴儿的语言社会化情况。通过与 "能动性 "的关系方法进行对话,对发声进行分析,以展示婴儿的 "能动性 "的社会建构是如何在不同的位置(如能力与弱势之间)以及婴儿与家庭成员之间不同的言语和非言语默契中发生动态变化的。当我们考虑发声的互动和语言常规时,我们也会转向一个定义更模糊的被低估的层面,如婴儿发声和其他形式的多模态和具身交际实践,因为它们共同出现在社会物质组合中。
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来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
期刊最新文献
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications Improving the quality of mathematical discussions: The impact of small-group scaffolding Voicing infant talk: Infant's agency in Spanish family interactions Editorial Board Teacher collaborative inquiry into practice in school-based learning communities: The role of activity type
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