Mealtime talk as a language learning context: Australian Chinese parents’ language use in interactions with their preschool-aged children at the dinner table

Hu, Jiangbo; Torr, Jane; Wei, Yonggang; Jiang, Changhua

doi:10.1080/03004430.2019.1621862

Cited by 5 publications

(4 citation statements)

References 26 publications

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“…The frequency of parents’ use of extended discourses (explanatory or narrative talk) and rare words at the dinner table is positively associated with children’s vocabulary and language expression skills. Hu et al (2019b) explored five Chinese Australian mothers’ language use during mealtime from the perspective of interpersonal functions (offer, demand, question, and statement). It reveals that the parents’ choices of different interpersonal functions in their conversations with children would spontaneously shape children’s communication roles (e.g., demand complier or question answerer), which may impact children’s language skills subtly in terms of role-playing in communications.…”

Section: Dinner Table Talk and Children’s Language Learningmentioning

confidence: 99%

“…Research suggests that dinner table talk constructs multiple interactive contexts where the richness and complexity of conversational language would increase, and this is viewed as a significant language learning context for children ( Bohanek et al, 2009 ; Fruh et al, 2011 ; Hu et al, 2019b ). Research finds that certain genres of parent-child mealtime talk including explanatory, narrative, and justification discourse that relate to decontextualized topics positively associated with children’s expressive language and social-cognitive skills ( Aukrust, 2002 ; Brumark, 2006 ; Snow and Beals, 2006 ; Bova, 2011 ; Rowe, 2013 ; Bova and Arcidiacono, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

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Reasoning Talk at Chinese Families’ Dinner Table: Across Three Generations and Different Communicative Contexts

et al. 2021

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This study examines the feature of reasoning talk used by 37 Chinese families at the dinner table across three generations with the background of co-parenting and in consideration of different communicative contexts. Drawing upon Hasan’s semantic framework, reasons were mainly coded as logical or social types. We categorize the communicative context of reasoning talk into contextualized (meal-related) and decontextualized topics. When the proportion of social reasoning was found slightly higher than that of logical reasoning, the families’ reasoning talk account for only 3.85% of the total language. Specifically, the count of mothers’ total reasoning talk was significantly above other family members, while there were no significant differences among the other participants. The effect of the communicative contexts on family members’ social reasoning was found. The reasoning talk grounded on local rules (family-made rules) and coercive power occurred significantly more frequently in contextualized than decontextualized context. A higher rate of local-rule grounded reasoning talk of all family members appeared in contextualized than decontextualized context, and this gap was particularly obvious among mothers. These findings reveal the significant role of mothers in family communications and confirm the pedagogical values of decontextualized communicative context for promoting children’s learning opportunities at the dinner table.

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Section: Dinner Table Talk and Children’s Language Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reasoning Talk at Chinese Families’ Dinner Table: Across Three Generations and Different Communicative Contexts

et al. 2021

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“…Aile dinamiklerini doğal bir bağlamda sunması nedeniyle yemek sürecindeki etkileşimler araştırmalara konu olmakta ve çeşitli açılardan ele alınarak incelenmektedir. Bazı araştırmalarda yemek sırasındaki etkileşimlerdeki kültürel farklara odaklanılmaktadır (Aukrust ve Snow, 1998;Blum-Kulka, 1994;Hu, Torr, Wei ve Jiang., 2021;Ochs ve Shohet, 2006). Toplumsal yapının doğal bir süreci olarak yemek saati etkileşimleri; dilin günlük hayattaki kullanımına dair kullanımlarının çocuklara kazandırılmasında kritik rol oynamakta ve kültürden beslenmektedir.…”

Section: Introductionunclassified

“…Ailelerin yemek sırasındaki etkileşimleri kültürel olmakla beraber aynı kültürden gelmelerine rağmen ailelerin yemek etkileşimlerinde farklar olduğuna değinilerek sosyal ve kültürel özelliklerden ziyade ailelerin yaşam tarzlarının ve yemek alışkanlıklarının, etkileşimleri üzerinde belirleyici olduğuna dikkat çekilmektedir (Hu, Torr, Wei ve Jiang, 2019;2021). Dolayısıyla yemek sırasında ebeveyn-çocuk etkileşimleri farklı açılardan ele alınmaktadır.…”

Section: Introductionunclassified

Parent-Child Interactions and Use of Technology During Dinnertime in Families with Children Aged 4-6

HARMANDAR-ERGÜL

Işıkoğlu

2022

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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Bu araştırmada, 4-6 yaşlarındaki çocuklar ve ebeveynlerinin yemek sırasındaki etkileşimlerinin derinlemesine incelenmesi amaçlanmıştır. Bu kapsamda ebeveynlerin çocuklarıyla yemek sırasındaki etkileşimleri, ifadelerin türü ve içeriği, ebeveynlerin etkileşimlere dair görüşleri ve çocukların yemek sırasında teknolojik aletlerle etkileşim kurma durumu incelenmiştir. Nitel durum çalışması desenindeki araştırmanın çalışma grubunu kolay ulaşılabilir durum örneklemesiyle ulaşılan 17 çocuk ve ebeveynleri oluşturmuştur. Gözlem ve yarı yapılandırılmış görüşmelerle toplanan verilerin analizinde içerik analizi tekniğine başvurulmuştur. Bulgular Akşam yemeklerine genel bakış ve Yemek sohbetleri olarak adlandırılan iki temada sunulmuştur. Sonuç olarak; ailelerin genellikle birlikte yemek yedikleri ancak yemekteki etkileşimlerinin sınırlı olduğu saptanmıştır. Ebeveynlerin genellikle çocuklarına emir bildiren ifadeler yönelterek yemeğini bitirmeye yönlendirdiği; çocukların ise yemek dışındaki konulara da yoğunlaşarak sohbet etme eğiliminde oldukları görülmüştür. Genel etkileşimler sınırlı olmasına rağmen yemek sırasında öğrenme fırsatlarının yakalandığı da dikkat çekmiştir. Son olarak teknolojik aletlerle kurulan etkileşimin hem doğrudan hem de arka planda gerçekleşebildiği ve az sayıda çocuğun ekrana maruz kaldığı sonucuna ulaşılmıştır.

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Parent–Child Mealtime Conversations Stimulated with Decorated Tableware

Kucirkova,

Bubikova-Moan

2024

Early Childhood Educ J

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This explorative qualitative study investigated how families engage in mealtime conversations supported with decorated plates that were specially designed to promote family conversations. Our aim was to examine the main thematic and discursive patterns that naturally occurred in these conversations. Six Norwegian families of pre-school children aged 3–6 years were provided with five decorated plates and asked to audio-record their conversations during a meal. Transcripts of the audio-recordings were analysed with manifest content-related analysis, followed by an abductive analysis and a mapping of the main discourse types and interactional patterns. We demonstrate that the conversations displayed great thematic heterogeneity and represented a continuum of extended and non-extended talk, ranging from basic labelling and vocabulary recall to narration, explanation and argumentation. Variable engagement levels among the participants were also noted. We argue that decorated tableware can serve as a valuable tool for studying linguistic input and the nature of adult–child conversations during mealtimes at home and beyond.

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Mealtime talk as a language learning context: Australian Chinese parents’ language use in interactions with their preschool-aged children at the dinner table

Cited by 5 publications

References 26 publications

Reasoning Talk at Chinese Families’ Dinner Table: Across Three Generations and Different Communicative Contexts

Reasoning Talk at Chinese Families’ Dinner Table: Across Three Generations and Different Communicative Contexts

Parent-Child Interactions and Use of Technology During Dinnertime in Families with Children Aged 4-6

Parent–Child Mealtime Conversations Stimulated with Decorated Tableware

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