In its entirety the volume advances and empirically illustrates the role of dialogue in displaying, maintaining, creating yet also defying the crucial dimensions of the world we live in. This process is particularly at play in the contexts of socialization, namely at home and in school where children and youngsters are socialized to becoming competent members of the communities they (will) live in. Quoting a well known formula by John Heritage (1984) yet applying it beyond the micro-level of the hic et nunc discursive environment, we propose to conceive dialogue as “context shaped and context renewing”, a tool for connecting the micro-order of everyday life and the macro-order of shared culture and social structure. As Rommetveit put it forty years ago, dialogue is “the architecture of intersubjectivity” (1976): a tool for not only mantaining yet also constantly transforming our life-worlds. Although drawing on estableshed paradigms (e.g. the language socialization perspective; morality in everyday life; sociocultural approach to (language) learning; second language acquisition), the volume provides new multidisciplinary insights and updated empirical data on the process through which cultures, identies, and knowledge are brought into being in and through everyday dialogues. Concise description of the volume Home and school constitute the primary contexts of children and youngsters’ socialization. It is primarily through dialogue that - in these contexts - they acquire the knowledge and competences that make them become members of the cultural communities they live in. Whether it is carried out with adults (a largely studied practice) or performed with peers (a less explored one), dialogue is a powerful site of (language) learning, the construction of identity and the novices’ socialization to culturally shaped moral orders. Previous studies have underscored dialogue’s unique features by observing, describing and interpreting the interactional dynamics that occur in family ordinary conversations, as well as in classroom instructional talk (see below). Despite this extant literature, there still is a lack of updated studies that address socialization as a phenomenon occurring in and distributed across both contexts. Further, there are even less studies that focus on the dialogical activities and events that connect the two social worlds . Studying this link is an absolute new endeavour in the above mentioned disciplinary fields. This edited volume fits into the current panorama of studies by providing a collection of theoretical and empirical contributions that address the above mentioned issues from diverse disciplinary perspectives, such as – in alphabetical order- Education, Linguistics, Pragmatics, Social Psychology, and Sociology. While contributing to a better and updated understanding of distinctively examined home and school educational practices, it also focuses on the liminal zones or adjacency activities that connect the two environments (e.g.doing homework, school-family bureaucratic communication). The volume has two sections: the first regroups contributions that address language socialization in everyday family life, the second regroups contributions on classroom talk-in-interaction (teacher-pupil interaction, peer-to-peer interaction). As for the "at home "section, the topics covered are: talking with disabled children: agency and identity ; learning to be a moral being: family dinners as cultural arena; doing homework as a transcontextual, cross cultural activity, language acquisition. As for the “at school section”, the addressed topics are: agency and identities in peer interaction; interactions in multicultural multilingual classroom; assessment and the making of the child’s identity in parent-teacher conference; dialogue in inclusive education.
Language and interaction at home and school
L. Caronia
Primo
2021
Abstract
In its entirety the volume advances and empirically illustrates the role of dialogue in displaying, maintaining, creating yet also defying the crucial dimensions of the world we live in. This process is particularly at play in the contexts of socialization, namely at home and in school where children and youngsters are socialized to becoming competent members of the communities they (will) live in. Quoting a well known formula by John Heritage (1984) yet applying it beyond the micro-level of the hic et nunc discursive environment, we propose to conceive dialogue as “context shaped and context renewing”, a tool for connecting the micro-order of everyday life and the macro-order of shared culture and social structure. As Rommetveit put it forty years ago, dialogue is “the architecture of intersubjectivity” (1976): a tool for not only mantaining yet also constantly transforming our life-worlds. Although drawing on estableshed paradigms (e.g. the language socialization perspective; morality in everyday life; sociocultural approach to (language) learning; second language acquisition), the volume provides new multidisciplinary insights and updated empirical data on the process through which cultures, identies, and knowledge are brought into being in and through everyday dialogues. Concise description of the volume Home and school constitute the primary contexts of children and youngsters’ socialization. It is primarily through dialogue that - in these contexts - they acquire the knowledge and competences that make them become members of the cultural communities they live in. Whether it is carried out with adults (a largely studied practice) or performed with peers (a less explored one), dialogue is a powerful site of (language) learning, the construction of identity and the novices’ socialization to culturally shaped moral orders. Previous studies have underscored dialogue’s unique features by observing, describing and interpreting the interactional dynamics that occur in family ordinary conversations, as well as in classroom instructional talk (see below). Despite this extant literature, there still is a lack of updated studies that address socialization as a phenomenon occurring in and distributed across both contexts. Further, there are even less studies that focus on the dialogical activities and events that connect the two social worlds . Studying this link is an absolute new endeavour in the above mentioned disciplinary fields. This edited volume fits into the current panorama of studies by providing a collection of theoretical and empirical contributions that address the above mentioned issues from diverse disciplinary perspectives, such as – in alphabetical order- Education, Linguistics, Pragmatics, Social Psychology, and Sociology. While contributing to a better and updated understanding of distinctively examined home and school educational practices, it also focuses on the liminal zones or adjacency activities that connect the two environments (e.g.doing homework, school-family bureaucratic communication). The volume has two sections: the first regroups contributions that address language socialization in everyday family life, the second regroups contributions on classroom talk-in-interaction (teacher-pupil interaction, peer-to-peer interaction). As for the "at home "section, the topics covered are: talking with disabled children: agency and identity ; learning to be a moral being: family dinners as cultural arena; doing homework as a transcontextual, cross cultural activity, language acquisition. As for the “at school section”, the addressed topics are: agency and identities in peer interaction; interactions in multicultural multilingual classroom; assessment and the making of the child’s identity in parent-teacher conference; dialogue in inclusive education.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
