Language across the contexts of early childhood

Genishi, Celia

doi:10.1080/00405848109542938

Cited by 5 publications

(7 citation statements)

References 8 publications

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“…Fanüni (1985), Saunders (1982), Taeschner (1983 and Vihman (1985) describe language alternation behavior by young (middle class) children acquiring two languages more or less simultaneously, while McClure (1977;, Genishi (1981) Di Luzio (1984) and McCormick (1989) describe young children from linguistic minority communities who acquire their second language on entry to school. While none of the locations in which these studies are carried out are directly comparable with the British educational context, several of their findings are relevant to our own investigation.…”

Section: Attitudes To Language Alternationmentioning

confidence: 97%

“…Although a large body of research reveals it äs a normal and widespread phenomenon of bilingual discourse (see, for example, Gumperz 1982;Lavandera 1978;Poplack 1980;Genishi 1981;McClure 1981;Romaine 1989), bilinguals and monolinguals alike are sometimes slow to accept it äs a normal and valid characteristic of bilingual conversaüon. Milroy (1987: 186) provides examples of derogatory descriptions of mixed codes, terms used by bilingual Speakers themselves from a number of different communities.…”

Section: Attitudes To Language Alternationmentioning

confidence: 98%

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Panjabi/English language alternation in the early school years

Moffatt¹,

Milroy²

1992

Multilingua - Journal of Cross-Cultural and Interlanguage Communication

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This paper describes the language alternation patterns of two groups of Panjabi/English speaking bilingual children, aged respectiveiy 3;00-3;06 and 4;00-^;06. A substantial corpus of data collected in four situational contexts in a schoolroom setting is examined by means of quantitative and qualitative procedures, and utterance-internal and sequential types of analysis. The suitability of a number of different models for uns type of child-language data is discussed and evaluated, and an analytic framework is proposed. Three different patterns of language alternation are distinguished äs recurrent in the data, labelled respectiveiy äs code-mixing, code-changing, and code-switching. Inferences are drawn from observed regularities, with particular attention to the level of sociolinguistic sensitivity revealed by these young children. Their ability to accommodate to both addressees and third party participants is noted, and the question of their meta-linguistic awareness discussed.

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Section: Attitudes To Language Alternationmentioning

confidence: 97%

Section: Attitudes To Language Alternationmentioning

confidence: 98%

Panjabi/English language alternation in the early school years

Moffatt¹,

Milroy²

1992

Multilingua - Journal of Cross-Cultural and Interlanguage Communication

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“…We gain access just as we acquired our primary Discourse: through “‘enculturation (‘apprenticeship’) into social practices through scaffolded and supported interaction with people who have already mastered the Discourse’” (Gee, 1996, as quoted in Gee, , p. 170). Genishi () posits that the classroom teacher must have knowledge of contexts outside of school to facilitate an environment that is conducive to extending students' primary Discourses in order to foster success in the secondary Discourse of school.…”

Section: Related Literaturementioning

confidence: 99%

“…These researchers believe that children's socialized family language should be used by teachers as a foundation for helping students construct meaning and negotiate communicative situations. In investigations of language in the school context, Genishi () pointed out that effective teachers need to have a working knowledge of students' contexts outside the school. Through this theoretical lens, learning is a socially mediated process through which children learn to adapt to and participate in varying cultural worlds.…”

Section: Related Literaturementioning

confidence: 99%

Primary Discourse and Expressive Oral Language in a Kindergarten Student

Fiano

2013

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This seven‐month ethnographic case study elucidated a kindergarten student's navigation through her first formal schooling experience with relation to expressive oral language. Gee's theory of Discourses and methodology of discourse analysis were used to examine expressive oral language in use. Two discursive contexts germane to expressive oral language were observed: Discourse of home and Discourse of school. This study demonstrated the complexity of expressive oral language when a primary Discourse converged with the secondary Discourse of school. Primary data sources included participant observation, audiotaped observations, and field notes, resulting in transcripts and an individual participant dictionary. Critical incidents of oral language samples were analyzed through language‐in‐use discourse analysis focused on the seven building tasks, significance, practices (activities), identities, relationships, politics, connections, and sign systems and knowledge, and six tools of inquiry, social languages, Discourses, Conversations, intertextuality, situated meanings, and figured worlds. Secondary data sources included interviews, document/artifact collection, and a researcher journal, providing detail for rich, descriptive narratives of contexts of her language in use and detailed descriptions of the home and school contexts and the participant in these settings. Data suggest that a kindergarten student's primary Discourse as it pertains to expressive oral language manifests itself in varying ways at the point of juncture with the secondary Discourse of school. Alignment, dominance, discord, and hybridity existed as her primary Discourse and school Discourse converged through expressive oral language. The point of juncture for expressive oral language expanded and limited her discursive abilities in both Discourses.

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“…In one of her first published literature reviews, Genishi (1981) examines the role context plays on early language development. Genishi articulates that, fundamentally, one cannot discuss early childhood policy, without a proper examination of the role context plays in young children's development, both in and out of school.…”

mentioning

confidence: 99%

Preschool for All? Examining the Current Policy Context in Light of Genishi's Research

Spencer

2014

Contemporary Issues in Early Childhood

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Within United States policymaking, there is widespread recognition that universal preschool works towards a societal good, advancing children's social and academic needs while expanding the economic landscape for a nation. However, in trying to deliver these benefits, all too often educational policies apply a rigid format that overemphasizes academic readiness and demonstrates an incomplete understanding of the many ways in which children learn. This review draws on the seminal work of Genishi to stress that educational policy must incorporate the diverse perspectives of the primary stakeholders — young children and educators — to be successful.

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Language across the contexts of early childhood

Cited by 5 publications

References 8 publications

Panjabi/English language alternation in the early school years

Panjabi/English language alternation in the early school years

Primary Discourse and Expressive Oral Language in a Kindergarten Student

Preschool for All? Examining the Current Policy Context in Light of Genishi's Research

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