A Study of Reasoning Talk Between Australian Chinese Mothers and Their Preschool Children: What Messages Are Mothers Sending?

References

• Australian Government Department of Immigration and Border Protection. (2013). More than 65 years of post-war immigration. Retrieved from http://www.immi.gov.au/media/fact-sheets/04fifty.htm
   Google Scholar
• Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (1998). Life-span theory in developmental psychology. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (Vol. 1, 5th ed., pp. 1029–1143). New York, US: Wiley.
   Google Scholar
• Bernstein, B. B. (1987). Social class, codes and communication. In A. Ulrich, D. Norbert, & K. J. Mattheier (Eds.), Sociolinguistics/soziolinguistik: An international handbook for the science of language and society/Ein internationales handbuch zur wissenschaft von sprache und gessellschaft (Vol. 1, pp. 563–579). Berlin, Germany: Walter de Gruyter.
   Google Scholar
• Bernstein, B. B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (2nd ed.). Boston, MA: Rowman and Littlefield.
   Google Scholar
• Callanan, M., & Jipson, J. (2001). Explanatory conversations and young children’s developing scientific literacy. In K. Crowley, C. Schunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings (pp. 21–49). Mahwah, NJ: Erlbaum.
   Google Scholar
• Callanan, M. A., & Oakes, L. M. (1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7, 213–233. doi:10.1016/0885-2014(92)90012-g
   Web of Science ®Google Scholar
• Callanan, M. A., Shrager, J., & Moore, J. L. (2009). Parent-child collaborative explanations: Methods of identification and analysis. Journal of the Learning Sciences, 4, 105–129. doi:10.1207/s15327809jls0401_3
   Web of Science ®Google Scholar
• Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111–1119. doi:10.2307/1131308
   PubMed Web of Science ®Google Scholar
• Chen, J. J. L., Chen, T., & Zheng, X. X. (2012). Parenting styles and practices among Chinese immigrant mothers with young children. Early Child Development and Care, 182, 1–21. doi:10.1080/03004430.2010.533371
   Web of Science ®Google Scholar
• Costign, C. L., & Koryzma, C. M. (2011). Acculturation and adjustment among immigrant Chinese parents: Mediating role of parenting efficacy. Journal of Counseling Psychology, 58, 183–196. doi:10.1037/a0021696
   PubMed Web of Science ®Google Scholar
• Duff, P. (2002). The discursive co-construction of knowledge, identity and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23, 289–322. doi:10.1093/applin/23.3.289
   Web of Science ®Google Scholar
• Fung, H. (1999). Becoming a moral child: The socialization of shame among young Chinese children. Ethos, 27, 180–209. doi:10.1525/eth.1999.27.issue-2
   Web of Science ®Google Scholar
• Fung, H., & Chen, E. C. H. (2001). Across time and beyond skin: Self and transgression in the everyday socialisation of shame among Taiwanese preschool children. Social Development, 10, 419–437. doi:10.1525/eth.1999.27.2.180
   Web of Science ®Google Scholar
• Gorman, C. J. (1998). Parenting attitudes and practices of immigrant Chinese mothers of adolescents. Family Relations, 41, 73–81. doi:10.2307/584853
   Web of Science ®Google Scholar
• Guo, K. (2006). Raising children in Chinese immigrant families: Evidence from the research literature. Australian Journal of Early Childhood, 32(2), 7–13.
   Google Scholar
• Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London, United Kingdom: Edward Arnold.
   Google Scholar
• Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116. doi:10.1016/0898-5898(93)90026-7
   Google Scholar
• Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4–9.
   Google Scholar
• Hasan, R. (1992). Rationality in everyday talk: From process to system. In J. Svartvik (Ed.), Directions in corpus linguistics (pp. 257–309). Berlin, Germany: Mouton de Gruyter.
   Google Scholar
• Hasan, R. (1996). Literacy, everyday talk and society. In R. Hasan & W. Geoff (Ed.), Literacy in Society (pp. 377–424). London, UK: Longmans.
   Google Scholar
• Hasan, R. (2009). Rationality in everyday talk: From process to system. In J. Webster (Ed.), Semantic variation: Meaning in society and sociolinguistics (pp. 309–344). Portland, OR: Ringgold Inc. (Reprinted from Directions in corpus linguistics, by J. Svartik, Ed., Berlin, Germany: Mouton de Gruyter).
   Google Scholar
• He, A. (2000). The grammatical and interactional organization of teacher’s directives: Implications for socialization of Chinese American children. Linguistics and Education, 11, 119–140. doi:10.1016/s0898-5898(00)00025-5
   Google Scholar
• Heath, S. B. (1986). What no bedtime story means: Narrative skills at home and at school. In B. Shieffelin & E. Ochs (Eds.), Language socialisation across cultures. Cambridge, United Kingdom: Cambridge University Press.
   Google Scholar
• Heath, S. B. (2012). Words at work and play: Three decades in family and community life. Cambridge, United Kingdom: Cambridge University Press.
   Google Scholar
• Hua, Z. (2008). Duelling languages, duelling values: Codeswitching in bilingual intergenerational conflict talk in diasporic families. Journal of Pragmatics, 40, 1799–1816. doi:10.1016/j.pragma.2008.02.007
   Web of Science ®Google Scholar
• Kelemen, D., Callanan, M. A., Casler, K., & Perez-Granandos, D. R. (2005). Why things happen: Teleological explanation in parent-child conversations. Developmental Psychology, 41, 254–264. doi:10.1037/0012-1649.41.1.251
   Web of Science ®Google Scholar
• Li, J. (2001). Expectations of Chinese immigrant parents for their children’s education: The interplay of Chinese tradition and Canadian context. Canadian Journal of Education, 26, 477–494. doi:10.2307/1602178
   Google Scholar
• Li, J., & Wang, Q. (2004). Perceptions of achievement and achieving peers in US and Chinese kindergartners. Social Development, 13, 413–436. doi:10.1111/j.1467-9507.2004.00275.x
   Web of Science ®Google Scholar
• Lieber, E., Fung, H., & Leung, P. W. L. (2006). Chinese child-rearing beliefs: Key dimensions and contributions to the development of culture-appropriate assessment. Asian Journal of Social Psychology, 9, 140–147. doi:10.1111/j.1467-839x.2006.00191.x
   Web of Science ®Google Scholar
• Ochs, E. (1993). Constructing social identity: A language socialization perspective. Research on Language and Social Interaction, 26, 287–306. doi:10.1207/s15327973rlsi2603_3
   Google Scholar
• Painter, C. (1999). Learning through language in early childhood. London, United Kingdom: Cassell.
   Google Scholar
• Scholnick, E. K., & Wing, C. S. (1991). Speaking deductively: Preschoolers’ use of if in conversation and in conditional inference. Developmental Psychology, 27, 249–258. doi:10.1037/0012-1649.27.2.249
   Web of Science ®Google Scholar
• Snow, C. E. (1993a). Families as social contexts for literacy development. In C. Daiute (Ed.), The development of literacy through social interaction (Vol. 61, pp. 11–24). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Snow, C. E. (1993b). Linguistic development as related to literacy. In L. Eldering & P. Leseman (Eds.), Early intervention and culture (pp. 133–148). Den Haad, Netherlands: Netherlands National Commission for UNESCO.
   Google Scholar
• Snow, C. E., & Beals, D. E. (2006). Mealtime talk that supports literacy development. New Directions for Child and Adolescent Development and Socialisation, 2006(111), 51–66. doi:10.1002/cd.155
   Google Scholar
• Walton, D. N. (1990). What is reasoning? What is an argument? Journal of Philosophy, 87, 399–419. doi:10.2307/2026735
   Web of Science ®Google Scholar
• Yaden, D. B. (1993). Evaluating early literacy knowledge by analyzing children’s responses to storybooks during home read-aloud. In A. Carrasquillo & C. Hedley (Eds.), Whole language and the bilingual learner (pp. 132–150). Norwood, NJ: Ablex.
   Google Scholar