幼儿口语课堂中的同伴社会化

IF 1.3 2区 文学 Q2 COMMUNICATION Language & Communication Pub Date : 2023-03-01 DOI:10.1016/j.langcom.2023.01.001
Kristella Montiegel
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引用次数: 3

摘要

从语言社会化和儿童残疾社会模式的角度出发,运用会话分析的方法,研究了聋儿或重听学龄前儿童在口语课堂上促进同伴社会化过程的交际实践。分析表明,儿童的互动是如何成为社会化的机制,形成与我们在一般学前环境中看到的相似的规范和行为,以及他们的口语课堂特有的规范和行动。孩子们不同的沟通技能和能力使他们有不同的能力和方法进行同伴教学,这说明了社交“专家”和“新手”的角色不断变化此外,孩子们在同伴互动中倾向于接受者的设计,进一步展示了他们是如何积极地进行社交的。数据来自加利福尼亚州一间口语教室9小时的录像。
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Peer socialization in an oral preschool classroom

Informed by the perspectives of Language Socialization and the Social Model of Childhood Disability, and using the method of Conversation Analysis, I investigate the communicative practices that facilitate peer socialization processes in an oral classroom for deaf or hard-of-hearing preschoolers. Analyses show how children's interactions serve as mechanisms for socialization into norms and behaviors similar to what we see in general preschool settings, as well as those that are specific to their oral classroom. The children's varying communication skills and competencies enable different abilities and methods for peer teaching, illustrating the ever-shifting roles of socializing ‘experts’ and ‘novices.’ Additionally, the children orient to recipient design in peer interaction, further demonstrating how they actively work to socialize each other. Data is drawn from 9 h of video-recordings in one oral classroom in California.

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来源期刊
CiteScore
3.40
自引率
6.70%
发文量
67
期刊介绍: This journal is unique in that it provides a forum devoted to the interdisciplinary study of language and communication. The investigation of language and its communicational functions is treated as a concern shared in common by those working in applied linguistics, child development, cultural studies, discourse analysis, intellectual history, legal studies, language evolution, linguistic anthropology, linguistics, philosophy, the politics of language, pragmatics, psychology, rhetoric, semiotics, and sociolinguistics. The journal invites contributions which explore the implications of current research for establishing common theoretical frameworks within which findings from different areas of study may be accommodated and interrelated. By focusing attention on the many ways in which language is integrated with other forms of communicational activity and interactional behaviour, it is intended to encourage approaches to the study of language and communication which are not restricted by existing disciplinary boundaries.
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