The Development of Recipient Design in Bilingual Child-Parent Interaction

Abstract

This article explores the development of the language alternation practices of a bilingual child who is growing up with two languages: English, which she speaks with her father and older brother, and Italian, which she speaks with her mother. It reports on a microanalysis of the dyadic interactions between parent and child when the child was aged 18-24 months. The analyses focus on how and when parent and child attend to language alternation as they interact with each other in everyday contexts such as mealtimes, shared book reading, and play. The results of this study frame simultaneous bilingualism as a matter of the local situated concerns of the participants that can nonetheless have a developmental focus. The data are in Australian English and Italian.

Engelska Hemspråk : Språk i interaktion i modersmålsundervisning i Sverige

“…Still, a variety of multilingual practices were found, such as teachers continuing to speak the target language but refraining from commenting on student use of Swedish, English or Somali (the target language). Similar patterns have been reported in other studies of HL settings (Martin et al, 2006;Creese et al, 2011;Bonacina & Gafaranga, 2011) as well as in parent child interaction in bilingual families (Kheirkhah, 2016;Filipi, 2015).…”

Responsive Turns in L2 Discussion Tasks: A Conversation Analysis Perspective

“…This is usually observed in the action of word searches (Lerner, 1995). Second, repetition of the preceding turn, either full or part, involves a repair procedure (Filipi, 2015;Hall, 2007) or an assessment (Hellermann, 2004), which occurs mainly in the third position in teacher-student interaction, the teacher's response to the student's responsive turn. Third, repetition marks receipt of information (Hellermann, 2007;Hosoda & Aline, 2013).…”

“…Third, repetition marks receipt of information (Hellermann, 2007;Hosoda & Aline, 2013). Fourth, repetition can be used to pursue responses owing to the inadequate response in the prior turn or when an answer is not forthcoming (Filipi, 2015;Hosoda & Aline, 2013).…”

Requests for actions and their responses in caregiver-child interactions : a conversation analytic approach

“…This time, the young child actually produces some verbal elements upon parents' request-implicatives or more controlling acts. (Filipi, 2015) for the establishment of a participation framework (Butler & Wilkinson, 2013).…”

“…There are some instances that the child would use an Italian refusal first before he pulls out his resources in other languages. Hence, I may explore further from this rare dataset of a simultaneous trilingual child how his actions are recipient-designed with his developing multilingual skill (Filipi, 2015)and look also into recordings with multiple participants to see how participation framework works by means of language choice (Butler & Wilkinson, 2013).…”