Moves in the Territory of Literacy? The Telephone Discourse of Three- and Four-Year-Olds

Abstract

The concept of the 'new communication landscape ' (Kress, 1998) is propelling a re-examination of what is meant by literacy, and the ways in which we seek to identify and promote literacy practices in young children.This article reviews theoretical moves to destabilize the dichotomy between oracy and literacy. Challenges posed by an examination of new technologies are set against those that draw on evidence from diverse cultural and historical contexts.The telephone presents a contemporary context that has been largely overlooked in child language research -yet this medium possesses its own specific constraints and opportunities for discourse, necessitating a shift away from the 'here-and-now' characteristic of very young children's talk, to a consideration of the interlocutor's distance characteristic of literacy. An analysis of the practices of three-and four-year-old children's spontaneous telephone play demonstrates many ways in which their oral practices in this communication channel may be conceptualized within an understanding of their symbolic meaningmaking practices that is related to literacy, rather than a separate domain of activity. Finally, it is proposed that Bakhtin's notion of 'speech genre' provides a particularly useful characterization of this important aspect of language development in the context of communication technology.

Young children's literacy‐related play

“…Kress (1998Kress ( , 2003 expanded the literacy concept into the 'new communication landscape' by using technology to extend successful literacy practices in young children. Gillen (2002) reviewed the theoretical approaches that destabilize the dichotomy between oracy and literacy, such as the use of technology. She believed that the telephone has been a type of technology that has been neglected in child language research.…”

“…Three-year-old and four-year-old children's spontaneous telephone play has shown that the children's oral practices in this type of communication provided an understanding of their symbolic meaning-making practices in relation to literacy, instead of an isolated realm of activity. Gillen (2002) proposed that the concept of 'speech genre' be used to characterize this important element of language development in the context of communication technology. Smith (2002) explored the relationship between technology, play and literacy.…”

“…Definition Kress (1998Kress ( , 2003 The 'new communication landscape' uses technology to extend successful literacy practices in young children Gillen (2002) Telephone is a type of technology for child language research. Spontaneous telephone play has shown that the children's oral practices in this type of communication provided an understanding of their symbolic meaning-making practices in relation to literacy, instead of an isolated realm of activity Gillen (2002) The concept of 'speech genre' can be used to characterize the telephone as an important element in language development in the context of communication technology…”

Family communication

“…Children under 5 years old have a hard time understanding how to communicate with a remote person using a telephone [3]. During conversation, young children tend to forget about the special circumstances of the phone conversation and communicate as if the person were in the room with them.…”

The Heteroglossic World of Preschoolers' Pretend Play

“…Few researchers (Dyson, 1994(Dyson, , 1997Sawyer, 1996Sawyer, , 1997Gillen, 2002;Edmiston, 2008) have examined Bakhtin's framework emphasizing a dialogic view of language. This study illustrates how a Bakhtinian framework can be useful when examining the heteroglossic world of pretend play.…”