Children’s socialization to multi-party interactive practices

Abstract

Multiparty interactions are crucial situations to study how children can participate in collaborative talk and broaden their experience of various interactional practices. Family dinners are particularly relevant to analyze how children and adults play different participatory roles and how parents implicitly socialize their children to complex interactional competences. We present a study of dinner talk in upper-middle-class Parisian families. We conducted quantitative analyses of the interactions using systematic coding according to three features: who participates as speaker, addressee or non-addressed identifiable listener for each utterance; who children and adults refer to in their conversational contributions; whether talk is about the here and now of the dinner or not. Results from our coding are complemented with detailed analyses of chosen extracts so as to provide a fuller picture of the identified features of dinner talk.

Third-Generation Heritage Spanish Acquisition and Socialization: Word Learning and Overheard Input in an L.A.-Based Mexican Family

“…Thus, from a usage-based approach to language acquisition and socialization (Morgenstern 2022;Morgenstern et al 2021), we investigate how OH input in a dynamic bilingual language learning ecology motivates a third-generation child's use of Spanish words. This central question remains largely unanswered in the literature and this case study seeks to address it.…”

“…(Fishman 1964). It accounts for each of the multigenerational interlocutors and the participation frameworks (Goffman 1974(Goffman , 1981Clark 1996;De León 1998Morgenstern et al 2021) that are constantly shifting and in which the third-generation child is exposed to OH Spanish words. Additionally, it considers the multimodal, or visual-gestural features such as gaze and pointing that facilitate the use of multiple languages Morgenstern 2014, 2017) such as OH Spanish and English.…”

Children's multimodal language development from an interactional, usage‐based, and cognitive perspective

“…But, child language development cannot be understood outside its interactional, dialogic context (Bakhtin, 1981) and without taking into account the role of expert languagers (Vygotsky, 1934) in routines or formats (Bruner, 1975). The language socialization paradigm grounded in daily life (Duranti et al, 2012) is at work in the development of children's multimodal Co-Operative language skills (Goodwin, 2018) and in how they experience language (Ochs, 2012), and language experience (Morgenstern et al, 2021).…”