967
Views
2
CrossRef citations to date
0
Altmetric
Articles

Bidialectal pre-school: enacting participation frames through linguistic and other semiotic means

ORCID Icon
Pages 411-427 | Received 26 Jul 2021, Accepted 15 Aug 2022, Published online: 06 Sep 2022

References

  • Akhtar, N. 2005. “The Robustness of Learning Through Overhearing.” Developmental Science 8 (2): 199–209. doi:10.1111/j.1467-7687.2005.00406.x.
  • Blum-Kulka, S., and C. E. Snow. 2002. “Editors’ Introduction.” In Talking to Adults: The Contribution of Multiparty Discourse to Language Acquisition, edited by S. Blum-Kulka, and C. E. Snow, 1–12. Mahwah: Lawrence Erlbaum Associates Publishers.
  • Burdelski, M. 2019. “Young Children’s Multimodal Participation in Storytelling.” Research on Children and Social Interaction 3 (1–2): 6–35. doi:10.1558/rcsi.37284.
  • Burdelski, M. 2021. “Classroom Socialisation: Repair and Correction in Japanese as a Heritage Language.” Classroom Discourse 12 (3): 255–279. doi:10.1080/19463014.2020.1789483.
  • Camps, D. M. 2018. “Legitimating Limburgish: The Reproduction of Heritage.” In Standardizing Minority Languages, edited by L. Pia, J. Costa, and H. D. Korne. Taylor & Francis. doi:10.4324/9781315647722.
  • Cekaite, A., and K. Aronsson. 2004. “Repetition and Joking in Children’s Second Language Conversations: Playful Recyclings in an Immersion Classroom.” Discourse Studies 6 (3): 373–392. doi:10.1177/1461445604044295.
  • Cekaite, A., and P. Björk-Willén. 2018. “Enchantment in Storytelling: Co-operation and Participation in Children's Aesthetic Experience.” Linguistics and Education 48: 52–60. doi:10.1016/j.linged.2018.08.005.
  • Cekaite, A., and A.-C. Evaldsson. 2019. “Stance and Footing in Multilingual Play: Rescaling Practices and Heritage Language use in a Swedish Preschool.” Journal of Pragmatics 144: 127–140. doi:10.1016/j.pragma.2017.11.011.
  • Cekaite, A., and M. Holm Kvist. 2017. “The Comforting Touch: Tactile Intimacy and Talk in Managing Children’s Distress.” Research on Language and Social Interaction 50 (2): 109–127. doi:10.1080/08351813.2017.1301293.
  • Centraal Bureau voor de Statistiek. 2020. Formele kinderopvang; kinderen, uren, soort opvang, vorm opvang, regio. Accessed June 12, 2021. jmopendata.cbs.nl/#/JM/nl/dataset/20214NED/table?fromstatweb.
  • Chaparro, S. 2020. “Martín and the Pink Crayon: Peer Language Socialization in a Kindergarten Bilingual Classroom.” International Journal of Bilingual Education and Bilingualism, 1–19. doi:10.1080/13670050.2020.1786495.
  • Cornips, L. 2013. “20. Recent Developments in the Limburg Dialect Region.” In Language and Space: Volume 3 Dutch, edited by Frans Hinskens and Johan Taeldeman, 378–399. Berlin/Boston: De Gruyter Mouton.
  • Cornips, L. 2020a. “Dialect Acquisition by ‘New Speakers’ of Dutch and their Linguistic Othering.” Journal of Multilingual and Multicultural Development, 1–17. doi:10.1080/01434632.2020.1730384.
  • Cornips, L. 2020b. “The Impact of Preschool Attendance on Children's Bidialectism in The Netherlands: Why Toddlers may Stop Speaking a Regional Language (Limburgish) at Home.” Language in Society 49 (3): 1–23. doi:10.1017/S0047404520000275.
  • de León, L. 2011. “Language Socialization and Multiparty Participation Frameworks.” In The Handbook of Language Socialization, Vol. 72, edited by Alessandro Duranti, Elinor Ochs, and Bambi B. Schieffelin, 81. West Sussex: Wiley/Blackwell.
  • de León, L., and I. M. García-Sánchez. 2021. “Language Socialization at the Intersection of the Local and the Global: The Contested Trajectories of Input and Communicative Competence.” Annual Review of Linguistics 7 (1): 421–448. doi:10.1146/annurev-linguistics-011619-030538.
  • Dennis, B., and C. Huf. 2020. “Ethnographic Research in Childhood Institutions: Participations and Entanglements.” Ethnography and Education 15 (4): 445–461. doi:10.1080/17457823.2020.1722951.
  • Dressel, D., and I. Satti. 2021. “Embodied Coparticipation Practices in Collaborative Storytelling.” Gesprächsforschung–Online-Zeitschrift zur verbalen Interaktion 22: 54–86.
  • Evaldsson, A.-C., and O. Abreu Fernandes. 2019. “Embodied Performances and Footings in a Young Child’s Spontaneous Participation in Bilingual Russian–Swedish Storytelling.” Research on Children and Social Interaction 3 (1–2): 36–64. doi:10.1558/rcsi.37297.
  • Extra, G. 2004. “Taal en identiteit. De vitaliteit van minderheidstalen in vergelijkend perspectief.” Taal en Tongval 56 (17): 109–134.
  • Garrett, P. B. 2011. “Language Socialization and Language Shift.” In The Handbook of Language Socialization, edited by A. Duranti, E. Ochs, and B. B. Schieffelin, 515–535. doi:10.1002/9781444342901.ch22.
  • Goffman, E. 1979. “Footing.” Semiotica 25 (1-2): 1–30. doi:10.1515/semi.1979.25.1-2.1.
  • Goodwin, C. 1981. Conversational Organization: Interaction Between Speakers and Hearers. New York: Academic Press.
  • Goodwin, M. H. 1990. He-said-she-said: Talk as Social Organization among Black Children. Vol. 618. Bloomington: Indiana University Press.
  • Goodwin, C. 2000. “Action and Embodiment Within Situated Human Interaction.” Journal of Pragmatics 32: 1489–1522. doi:10.1016/S0378-2166(99)00096-X.
  • Goodwin, C. 2007a. “Environmentally Coupled Gestures.” In Gesture and the Dynamic Dimensions of Language, edited by Susan D. Duncan, Justine Cassel, and Elena T. Levy, 195–212. Amsterdam: John Benjamins.
  • Goodwin, C. 2007b. “Participation, Stance and Affect in the Organization of Activities.” Discourse & Society 18: 53–73. doi:10.1177/0957926507069457.
  • Goodwin, C. 2013. “The co-Operative, Transformative Organization of Human Action and Knowledge.” Journal of Pragmatics 46 (1): 8–23. doi:10.1016/j.pragma.2012.09.003.
  • Goodwin, C. 2018. “Why Multimodality? Why Co-Operative Action? (Transcribed by J. Philipsen).” Social Interaction. Video-Based Studies of Human Sociality 1 (2), doi:10.7146/si.v1i2.110039.
  • Goodwin, C., and M. H. Goodwin. 2004. “Participation.” In A Companion to Linguistic Anthropology, edited by A. Duranti, 222–244. Malden: Blackwell Publishers.
  • Goodwin, M. H., and A. Kyratzis. 2007. “Children Socializing Children: Practices for Negotiating the Social Order Among Peers.” Research on Language and Social Interaction 40 (4): 279–289. doi:10.1080/08351810701471260.
  • Huth, T. 2011. “Conversation Analysis and Language Classroom Discourse.” Language and Linguistics Compass 5 (5): 297–309. doi:10.1111/j.1749-818X.2011.00277.x.
  • Jongbloed-Faber, L., J. van Loo, and L. Cornips. 2017. “Regional Languages on Twitter: A Comparative Study Between Frisian and Limburgish.” Dutch Journal of Applied Linguistics 6 (2): 174–196. doi:10.1075/dujal.16017.jon.
  • Morillo Morales, G., and L. Cornips. 2022. “Minoritising a Regional Language in Multilingual Preschools in Dutch Limburg: Teachers’ and Toddlers’ Choices Between Dutch and Limburgish.” International Journal of Bilingualism, doi:10.1177/13670069221079335.
  • Ochs, E. 1993. “Constructing Social Identity: A Language Socialization Perspective.” Research on Language and Social Interaction 26 (3): 287–306. doi:10.1207/s15327973rlsi2603_3.
  • Ochs, E., and B. B. Schieffelin. 1986. “Language Socialization.” Annual Review of Anthropology 15: 163–191.
  • Rickert, M. under submission. Entangled Research Encounters: Spontaneous Interactions between Multilingual Children and Researcher as a Research Site.
  • Rijksoverheid. 2019. Aantal kinderen op de kinderopvang verder gestegen. www.rijksoverheid.nl/actueel/nieuws/2019/06/07/aantal-kinderen-op-de-kinderopvang-verder-gestegen.
  • Robinson, J. D. 2006. “Getting Down to Business: Talk, Gaze, and Body Orientation During Openings of Doctor-Patient Consultations.” Human Communication Research 25 (1): 97–123. doi:10.1111/j.1468-2958.1998.tb00438.x.
  • Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford: Oxford University Press.
  • Schiffman, H. F. 1993. “The Balance of Power in Multiglossic Languages: Implications for Language Shift.” International Journal of the Sociology of Language 1993 (103): 115–148. doi:10.1515/ijsl.1993.103.115.
  • Schmeets, H., and L. Cornips. 2021. Talen en dialecten in Nederland: Wat spreken we thuis en wat schrijven we op sociale media?” Statistische Trends. Accessed August 24, 2022. https://www.cbs.nl/nl-nl/longread/statistische-trends/2021/talen-en-dialecten-in-nederland
  • Schultz, K. 2009. Rethinking Classroom Participation: Listening to Silent Voices. New York: Teachers College Press.
  • Schwartz, M. 2018. “Preschool Bilingual Education: Agency in Interactions Between Children, Teachers, and Parents (Introduction).” In Pre-school Bilingual Education. Agency in Interactions Between Children, Teachers, and Parents, edited by M. Schwartz, Vol. 25, 1–26. Cham: Springer.
  • Thissen, L. 2018. “Talking in/out of Place. Ethnographic Reflections on Language, Place and (Un)belonging.” Unpubl. PhD diss.
  • Vermeer, H., and M. Groeneveld. 2017. “Kinderopvang in kinderdagverblijven en gastoudergezinnen.” In Pedagogiek in beeld, edited by M van Ijzendoorn and L van Rosmalen, 139–151. Houten: Bohn Stafleu van Loghum.
  • Vousten, R. M. G. 1995. “Dialect als tweede taal: linguïstische en extra-linguïstische aspecten van de verwerving van een Noordlimburgs dialect door standaardtalige jongeren Radboud University Nijmegen].” Unpublished PhD thesis.
  • Vroom, M. 2019. Bijna alle peuters in peuteropvang. Accessed February 14, 2020. https://www.kinderopvangtotaal.nl/bijna-alle-peuters-in-peuteropvang/.
  • Wet kinderopvang/Law on childcare. wetten.overheid.nl/BWBR0017017/2021-01-01.