1,182
Views
19
CrossRef citations to date
0
Altmetric
Articles

The Development of Recipient Design in Bilingual Child-Parent Interaction

REFERENCES

  • Antaki, C. (1994). Explaining and arguing: The social organization of accounts. London, England: Bantam.
  • Antaki, C., & Widdicombe, S. (1998). Identity as an achievement and as a tool. In C. Antaki & S. Widdicombe (Eds.), Identities in talk (pp. 1–14). London, England: Sage.
  • Auer, P. (1984). Bilingual conversation. Amsterdam, The Netherlands: John Benjamins.
  • Auer, P. (1992). Introduction: John Gumperz’s approach to contextualisation. In P. Auer & A. di Luzio (Eds.), The contextualisation of language (pp. 1–38). Amsterdam, The Netherlands: John Benjamins.
  • Auer, P. (Ed.). (1998). Code-switching in conversation: Language, interaction and identity. London, England: Routledge.
  • Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Clevedon, England: Multilingual Matters.
  • Barac, R., & Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83, 413–422.
  • Barook, A. (2010). Bilingual children and code-switching (Unpublished doctoral dissertation). Malmö University, Malmö, Sweden.
  • Bateman, A., Danby, S. J., & Howard, J. (2013). Everyday preschool talk about Christchurch earthquakes. Australian Journal of Communication, 40, 103–121.
  • Björk-Willén, P., & Cromdal, J. (2009). When education seeps into “free play”: How preschool children accomplish multilingual education. Journal of Pragmatics,8, 1493–1518. doi:10.1016/j.pragma.2007.06.006
  • Butler, C. W., & Wilkinson, R. (2013). Mobilising recipiency: Child participation and “rights to speak” in multi-party family interaction. Journal of Pragmatics,50, 37–51. doi:10.1016/j.pragma.2013.01.012
  • Cahill, P. (2010). Child participation in their primary care consultations. In H. F. Gardner & M. A. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 128–145). Oxford, England: Wiley/Blackwell.
  • Cheng, T.-P. (2013). Codeswitching and participant orientations in a Chinese as a foreign language classroom. The Modern Language Journal,97, 869–886. doi:10.1111/j.1540-4781.2013.12046.x
  • Church, A. (2009). Preference organisation and peer dispute: How young children resolve conflict. Farnham, England: Ashgate.
  • Commeau, L., & Genesee, F. (2001). Bilingual children’s repair strategies during dyadic communication. In J. Cenoz & F. Genesee (Eds.), Trends in bilingual acquisition (pp. 231–256). Amsterdam, The Netherlands: John Benjamins.
  • Cook, H. M. (2011). Language socialization and stance-taking practices. In A. Duranti, E. Ochs, & B. B. Schieffelin (Eds.), The handbook of language socialization (pp. 296–321). Chichester, England: Wiley-Blackwell.
  • Corrin, J. (2010). Hm? What? Maternal repair and early child talk. In H. F. Gardner & M. A. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 23–41). Chichester, England: Wiley-Blackwell.
  • Cromdal, J. (2001). Overlap in bilingual play: Some implications of code-switching for overlap resolution. Research on Language and Social Interaction,34, 421–451. doi:10.1207/S15327973RLSI3404_02
  • Cromdal, J. (2004). Building bilingual oppositions: Code-switching in children’s disputes. Language in Society,33, 33–58. doi:10.1017/S0047404504031021
  • Cromdal, J., & Aronsson, K. (2000). Footing in bilingual play. Journal of Sociolinguistics,4, 435–457. doi:10.1111/1467-9481.00123
  • Döpke, S. (1992). One parent-one language: An interactional approach. Amsterdam, The Netherlands: John Benjamins.
  • Eskildsen, S. W. (2011). The L2 inventory in action: Conversation analysis and usage-based linguistics in SLA. In G. Pallotti & J. Wagner (Eds.), L2 learning as social practice: Conversation-analytic perspectives (pp. 327–362). Honolulu, HI: University of Hawai’i at Mānoa, National Foreign Language Resource Center.
  • Eskildsen, S. W. (2012). L2 negation constructions at work. Language Learning,62, 335–372. doi:10.1111/j.1467-9922.2012.00698.x
  • Evaldsson, A.-C., & Cekaite, A. (2010). Subverting and reproducing linguistic norms in peer groups. Pragmatics,20, 587–605.
  • Filipi, A. (2007). A toddler’s treatment of mm and mh mm in talk with a parent. [Special issue]. Australian Review of Applied Linguistics, 30, 33.1–33.17.
  • Filipi, A. (2009). Toddler and parent interaction: The organisation of gaze, pointing and vocalisation. Amsterdam, The Netherlands: John Benjamins.
  • Filipi, A. (2013). Withholding and pursuit in the development of skills in interaction and language. [Special issue]. Interaction Studies, 14, 139–159.
  • Filipi, A. (2014). Conversation analysis and pragmatic development. In D. Matthews (Ed.), Pragmatic development in first language acquisition (pp. 71–85). Amsterdam, The Netherlands: John Benjamins.
  • Forrester, M. (2008). The emergence of self-repair: A case-study of one child during the early preschool years. Research on Language and Social Interaction,41, 99–128. doi:10.1080/08351810701691206
  • Forrester, M. (2010). Ethnomethodology and adult-child conversation: Whose development? In H. F. Gardner & M. A. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 42–58). Chichester, England: Wiley-Blackwell.
  • Forrester, M. (2012). Conversation analysis and child language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford, England: Wiley-Blackwell.
  • Gafaranga, J. (2005). Demythologising language alternation studies: Conversational structure vs. social structure in bilingual interaction. Journal of Pragmatics,33, 1901–1925. doi:10.1016/S0378-2166(01)00008-X
  • Gafaranga, J. (2007). Talk in two languages. Hampshire, England: Palgrave Macmillan.
  • Gafaranga, J. (2010). Medium request: Talking language shift into being. Language in Society,39, 241–270. doi:10.1017/S0047404510000047
  • García, O., & Wei, L. (2013). Translanguaging: Language, bilingualism and education. London, England: Palgrave Pivot.
  • Gardner, R. (2001). When listeners talk: Response tokens and recipient stance. Amsterdam, The Netherlands: John Benjamins.
  • Gardner, R., & Wagner, J. (Eds.). (2004). Second language conversations. London, England: Continuum.
  • Genesee, F. (2000). Early bilingual development: One language or two? In L. Wei (Ed.), The bilingual reader (pp. 327–343). London, England: Routledge.
  • Genesee, F., & Nicoladis, E. (2007). Bilingual first language acquisition. In E. Hoff & M. Shatz (Eds.), Handbook of language development (pp. 324–342). Oxford, England: Blackwell.
  • Goffman, E. (1979). Footing. Semiotica,25, 1–30. doi:10.1515/semi.1979.25.1-2.1
  • Goodwin, M. H., & Kyratzis, A. (2011). Peer language socialization. In A. Duranti, E. Ochs, & B. B. Schieffelin (Eds.), The handbook of language socialization (pp. 365–390). Chichester, England: Wiley-Blackwell.
  • Greer, T. (2010). Switching languages, juggling identities: A sequence of multilingual, multi-party talk. In G. Kasper, H. T. Nguyen, D. Yoshimi, & J. K. Yoshioka (Eds.), Pragmatics and language learning (Vol. 12, pp. 43–65). Honolulu, HI: University of Hawai’i at Mānoa: National Foreign Language Resource Center.
  • Greer, T. (2013). Word search sequences in bilingual interaction: Codeswitching and embodied orientation toward shifting participant constellations. Journal of Pragmatics,57, 100–117. doi:10.1016/j.pragma.2013.08.002
  • Grosjean, F. (1996). Living with two languages and two cultures. In I. Parasnis (Ed.), Cultural and language diversity and the deaf experience (pp. 20–37). Cambridge, England: Cambridge University Press.
  • Gumperz, J. J. (1982). Discourse strategies. Cambridge, England: Cambridge University Press.
  • Hauser, E. (2005). Coding “corrective recasts”: The maintenance of meaning and more fundamental problems. Applied Linguistics,26, 293–316. doi:10.1093/applin/ami010
  • Hauser, E. (2013). Stability and change in one adult’s second language English negation. Language Learning,63, 463–498. doi:10.1111/lang.12012
  • Hellermann, J. (2008). Social actions for classroom language learning. Clevedon, England: Multilingual Matters.
  • Hutchby, I. (2010). Feelings-talk and the paradoxes of child counselling. In H. F. Gardner & M. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 146–162). Oxford, England: Wiley/Blackwell.
  • Ishida, M. (2009). Development of interactional competence: Changes in the use of ne in L2 Japanese during study abroad. In H. T. Nguyen & G. Kasper (Eds.), Talk-in interaction: Multilingual perspectives (pp. 351–387). Honolulu, HI: University of Hawai’i at Mānoa, National Foreign Language Resource Center.
  • Jefferson, G. (1984). Notes on a systematic deployment of the acknowledgement tokens “yeah”; and “mm hm.” Papers in Linguistics,17, 197–216. doi:10.1080/08351818409389201
  • Jones, S., & Zimmerman, D. H. (2003). A child’s point and the achievement of intentionality. Gesture,3, 155–185. doi:10.1075/gest.3.2.03jon
  • Kasper, G., & Wagner, J. (2011). A conversation-analytic approach to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 117–142). New York, NY: Taylor & Francis.
  • Kidwell, M. (2005). Gaze as social control: How very young children differentiate “the look” from a “mere look” by their adult caregivers. Research on Language and Social Interaction,38, 417–449. doi:10.1207/s15327973rlsi3804_2
  • Kidwell, M. (2011). Epistemics and embodiment in children. In T. Stivers, L. Mondada, & J. Steensig (Eds.), The morality of knowledge in conversation (pp. 29–56). Cambridge, England: Cambridge University Press.
  • Kidwell, M., & Zimmerman, D. H. (2007). Joint attention as action. Journal of Pragmatics,39, 592–611. doi:10.1016/j.pragma.2006.07.012
  • Kim, Y. (2012). Practices for initial recognitional reference and learning opportunities in conversation. Journal of Pragmatics,44, 709–729. doi:10.1016/j.pragma.2012.02.005
  • Koschmann, T., & LeBaron, C. (2002). Learner articulation as interactional achievement: Studying the conversation of gesture. Cognition and Instruction,20, 249–282. doi:10.1207/S1532690XCI2002_4
  • Koshik, I. (2002). Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction,35, 277–309. doi:10.1207/S15327973RLSI3503_2
  • Koshik, I., & Seo, M.-S. (2012). Word (and other) search sequences initiated by language learners. Text & Talk,32, 167–189.
  • Kyratzis, A., Tang, Y., & Koymen, S. B. (2009). Codes, code-switching, and context: Style and footing in peer group bilingual play. Multilingua—Journal of Crosscultural and Interlanguage Communication,28, 265–290. doi:10.1515/mult.2009.012
  • Laakso, M. (2010). Children’s emerging and developing self-repair practices. In H. F. Gardner & M. A. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 74–100). Chichester, England: Wiley-Blackwell.
  • Lanvers, U. (2001). Language alternation in infant bilinguals: A developmental approach to code-switching. The International Journal of Bilingualism,5, 437–464. doi:10.1177/13670069010050040301
  • Lerner, G. H. (2003). Selecting next speaker: The context-sensitive operation of a context-free organization. Language in Society,32, 177–201. doi:10.1017/S004740450332202X
  • Lerner, G. H., Zimmerman, D., & Kidwell, M. (2011). Formal structures of practical tasks: A resource for action in the social life of very young children. In J. Streeck, C. Goodwin, & C. D. LeBaron (Eds.), Embodied interaction: Language and body in the material world (pp. 44–58). Philadelphia, PA: Taylor Francis.
  • Liszkowski, U., Carpenter, M., & Tomasello, M. (2008). Twelve-month-olds communicate helpfully and appropriately for knowledgeable and ignorant partners. Cognition,108, 732–739. doi:10.1016/j.cognition.2008.06.013
  • Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
  • Meisel, J. M. (2004). The bilingual child. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism (pp. 91–113). Malden, MA: Blackwell Publishing.
  • Neville, M., & Wagner, J. (2011). Language choice and participation: Two practices for switching languages in institutional interaction. In G. Pallotti & J. Wagner (Eds.), L2 learning as social practice: Conversation-analytic perspectives (pp. 211–236). Honolulu, HI: University of Hawai’i at Mānoa, National Foreign Language Resource Center.
  • Nguyen, H. T. (2012). Developing interactional competence: A conversation-analytic study of patient consultations in pharmacy. Basingstoke, England: Palgrave-Macmillan.
  • Nicoladis, E., & Genesee, F. (1996). A language longitudinal study of pragmatic differences differentiation in young bilingual children. Language Learning,46, 439–464. doi:10.1111/j.1467-1770.1996.tb01243.x
  • Pallotti, G., & Wagner, J. (Eds.). (2011). L2 learning as social practice: Conversation-analytic perspectives. Honolulu, HI: University of Hawai’i at Mānoa, National Foreign Language Resource Center.
  • Pike, C. (2010). Intersubjectivity and misunderstanding in adult-child learning conversations. In H. F. Gardner & M. A. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 163–182). Chichester, England: Wiley-Blackwell.
  • Pomerantz, A. (1984). Agreeing and disagreeing with assessments: Some features of preferred/dispreferred turn shapes. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. 57–101). Chichester, England: Cambridge University Press.
  • Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language,50, 696–735. doi:10.2307/412243
  • Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis, Volume 1. Chichester, England: Cambridge University Press.
  • Sebba, M., & Wootton, T. J. (1998). We, they and identity: Sequential vs. identity-related explanations in code-switching. In P. Auer (Ed.), Code-switching in conversation: Language, interaction and identity (pp. 262–286). London, England: Routledge.
  • Sidnell, J. (2010). Questioning repeats in the talk of four-year-old children. In H. F. Gardner & M. A. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 103–127). Chichester, England: Wiley-Blackwell.
  • Svennevig, J. (2008). Trying the easiest solution first in other-initiation of repair. Journal of Pragmatics,40, 333–348. doi:10.1016/j.pragma.2007.11.007
  • Tarplee, C. (1996). Working on young children’s utterances: Prosodic aspects of repetition during picture labelling. In E. Coupler-Kuhlen & M. Selting (Eds.), Prosody in conversation (pp. 406–435). Chichester, England: Cambridge University Press.
  • Tarplee, C. (2010). Next turn and intersubjectivity in children’s language acquisition. In H. F. Gardner & M. A. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 3–22). Chichester, England: Wiley-Blackwell.
  • Wei, L. (1998). The “why” and “how” questions in the analysis of conversational code-switching. In P. Auer (Ed.), Code-switching in conversation: Language, interaction and identity (pp. 156–179). London, England: Routledge.
  • Wei, L. (2005). Starting from the right place: Introduction to the special issue on conversational code-switching. Journal of Pragmatics,37(3), 275–279. doi:10.1016/j.pragma.2004.10.003
  • Wells, B., & Corrin, J. (2004). Prosodic resources, turn-taking and overlap in children’s talk-in-interaction. In E. Couper-Kuhlen & C. Ford (Eds.), Sound patterns in interaction (pp. 119–143). Amsterdam, The Netherlands: John Benjamins.
  • Wootton, A. J. (1994). Object transfer, intersubjectivity and third position repair: Early developmental observations of one child. Journal of Child Language,21(3), 543–564. doi:10.1017/S0305000900009454
  • Wootton, A. J. (1997). Interaction and the development of mind. Cambridge, England: Cambridge University Press.
  • Wootton, A. J. (2007). A puzzle about please: Repair, increments, and related matters in the speech of a young child. Research on Language and Social Interaction,40(42–3), 171–198. doi:10.1080/08351810701354623
  • Wootton, A. J. (2010). “Actually” and the sequential skills of a two-year-old. In H. F. Gardner & M. A. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 42–58). Chichester, England: Wiley-Blackwell.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.