参与编写对话

IF 1.3 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2022-03-17 DOI:10.1177/14687984211070194

Faythe P Beauchemin

{"title":"参与编写对话","authors":"Faythe P Beauchemin","doi":"10.1177/14687984211070194","DOIUrl":null,"url":null,"abstract":"Taking a languaging perspective, this paper considers how kindergarten students and their teacher are relationally and intellectually responsive to one another in authoring conversations by constructing a sense of copresence. Copresence is defined by Goffman (1966) as being “uniquely accessible, available, and subject to one another” (p. 22). In this paper, I make Goffman’s construct visible by showing how students and their teacher discursively align with each other. Microethnographic discourse analyses of sharing time events in writing workshop reveal that copresence is performed as playfulness, empathy, and disagreement. Implications include using the construct of copresence to assess the relation between the performance of authoring and the social life of the classroom as well as drawing upon the dialogic, improvisational nature of copresence as a point of pedagogical leverage.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Copresence in authoring conversations\",\"authors\":\"Faythe P Beauchemin\",\"doi\":\"10.1177/14687984211070194\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Taking a languaging perspective, this paper considers how kindergarten students and their teacher are relationally and intellectually responsive to one another in authoring conversations by constructing a sense of copresence. Copresence is defined by Goffman (1966) as being “uniquely accessible, available, and subject to one another” (p. 22). In this paper, I make Goffman’s construct visible by showing how students and their teacher discursively align with each other. Microethnographic discourse analyses of sharing time events in writing workshop reveal that copresence is performed as playfulness, empathy, and disagreement. Implications include using the construct of copresence to assess the relation between the performance of authoring and the social life of the classroom as well as drawing upon the dialogic, improvisational nature of copresence as a point of pedagogical leverage.\",\"PeriodicalId\":47033,\"journal\":{\"name\":\"Journal of Early Childhood Literacy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2022-03-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Early Childhood Literacy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/14687984211070194\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Childhood Literacy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14687984211070194","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

摘要

本文从语言的角度出发，探讨了幼儿园学生和他们的老师如何通过构建一种存在感，在创作对话时相互之间的关系和智力反应。Goffman(1966)将“共现”定义为“唯一可接近的、可用的、彼此服从的”(第22页)。在本文中，我通过展示学生和他们的老师如何在语篇上彼此对齐，使戈夫曼的结构可见。对写作工作坊中分享时间事件的微观民族志话语分析显示，共同存在表现为玩乐、同理心和分歧。其含义包括使用临场性的结构来评估创作表现与课堂社会生活之间的关系，以及利用临场性的对话和即兴性作为教学杠杆。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Copresence in authoring conversations

Taking a languaging perspective, this paper considers how kindergarten students and their teacher are relationally and intellectually responsive to one another in authoring conversations by constructing a sense of copresence. Copresence is defined by Goffman (1966) as being “uniquely accessible, available, and subject to one another” (p. 22). In this paper, I make Goffman’s construct visible by showing how students and their teacher discursively align with each other. Microethnographic discourse analyses of sharing time events in writing workshop reveal that copresence is performed as playfulness, empathy, and disagreement. Implications include using the construct of copresence to assess the relation between the performance of authoring and the social life of the classroom as well as drawing upon the dialogic, improvisational nature of copresence as a point of pedagogical leverage.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.