Inbunden, Engelska, 2014

Children's Peer Talk

Learning from Each Other

Av Asta Cekaite, Shoshana Blum-Kulka, Vibeke Grøver, Eva Teubal

1844 kr

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Beskrivning

Inside and outside the classroom, children of all ages spend time interacting with their peers. Through these early interactions, children make sense of the world and co-construct their childhood culture, while simultaneously engaging in interactional activities which provide the stepping stones for discursive, social and cognitive development. This collection brings together an international team of researchers to document how children's peer talk can contribute to their socialization and demonstrates that if we are to understand how children learn in everyday interactions we must take into account peer group cultures, talk, and activities. This book will be of interest to students and researchers in the fields of language acquisition, sociolinguistics, pragmatics and discourse analysis, and related disciplines. It examines naturally occurring talk of children aged from three to twelve years from a range of language communities, and includes ten studies documenting children's interactions and a comprehensive overview of relevant research.

Produktinformation

Utgivningsdatum: 2014-04-03
Mått: 158 x 235 x 20 mm
Vikt: 540 g
Format: Inbunden
Språk: Engelska
Antal sidor: 288
Förlag: Cambridge University Press
ISBN: 9781107017641

Utforska kategorier

Språkvetenskap och lingvistik

Mer om författaren

Asta Cekaite is Professor of Child Studies in the Department of Thematic Research at Linköpings Universitet, Sweden. Shoshana Blum-Kulka (1936–2013) was Professor Emerita in the Department of Communication and the School of Education at the Hebrew University of Jerusalem. Vibeke Grøver is Professor of Education in the Department of Education at Universitetet i Oslo. Eva Teubal is Professor Emerita of Early Childhood Education at the David Yellin Academic College of Education, Jerusalem.

Recensioner i media

'Child language researchers and early childhood educators have long focused on the opportunities to learn inherent in adult-child interactions. The chapters in this book make clear that peer interactions offer similarly rich, but very different, opportunities to acquire communicative and language skills. Readers of this book will understand the value of attending carefully to those opportunities and to the skills they promote.' Catherine Snow, Patricia Albjerg Graham Professor, Harvard Graduate School of Education

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