{"title":"Peer socialization in an oral preschool classroom","authors":"Kristella Montiegel","doi":"10.1016/j.langcom.2023.01.001","DOIUrl":null,"url":null,"abstract":"<div><p><span><span>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 </span>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 </span>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.</p></div>","PeriodicalId":47575,"journal":{"name":"Language & Communication","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language & Communication","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0271530923000010","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMMUNICATION","Score":null,"Total":0}
引用次数: 3
Abstract
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.
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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