Kids talk : strategic language use in later childhood /

Kids talk : strategic language use in later childhood /

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Bibliographic Details
Imprint:New York : Oxford University Press, 1998.
Description:1 online resource (xv, 290 pages).
Language:English
Series:Oxford studies in sociolinguistics
Oxford studies in sociolinguistics.
Subject:
Language acquisition.
Children -- Language.
Sociolinguistics.
Children -- Language.
Language acquisition.
Sociolinguistics.
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11159623
Hidden Bibliographic Details
Other authors / contributors:Hoyle, Susan M., 1950-
Adger, Carolyn Temple.
ISBN:142374070X
9781423740704
0195356799
9780195356793
0195098927
0195098935
9780195098921
9780195098938
0195098927
9780195098921
Digital file characteristics:data file
Notes:Includes bibliographical references (pages 267-287) and index.
Print version record.
Summary:Annotation Between early childhood and adulthood, language acquisition is succeeded by a bloom of repertoire for managing interaction, a growing sensitivity to the relation of language and society, an expanding ability to wield power through the strategic use of language, and an increasing sophistication in framing speech activities. This book examines a wide range of language practices among school-age children and teenagers, using data from naturally occurring recorded talk and from careful observation of interaction in peer groups. The contributors analyze talk at play, at school, and at work, documenting the growing communicative skills of young people while always focusing on what young speakers themselves do with (and through) language. Theoretical constructs to which the contributors appeal include Goffman's notion of footing and Hymes' communicative competence, as well as multiple characterizations of discourse structure. The chapters show older children as strategic language users, dynamic actors who are often concerned with defining themselves as a distinctive group, different from adults, yet who just as often display proficiency at sophisticated discourse activities that presage those of adulthood.
Other form:Print version: Kids talk. New York : Oxford University Press, 1998
Standard no.:9780195098921
Table of Contents:
  • Series Foreword
  • Preface
  • Contributors
  • Transcription Conventions
  • Introduction
  • Notes
  • I. Games of Stance: Conflict and Footing in Hopscotch
  • Notes
  • 2. Register and Footing in Role Play
  • Notes
  • 3. Accommodating Friends Niceness, Meanness, and Discourse Norms
  • Notes
  • 4. Developing Adolescent Peer Culture Through Collaborative Narration
  • Notes
  • 5. Multiple Codes, Multiple Identities: Puerto Rican Children in New York City
  • Notes
  • 6. Bodytalk: Discourses of Sexuality Among Adolescent African American Girls
  • Conclusion
  • Notes
  • 7. of Ritual Matters to Master: Structure and Improvisation in Language Development at Primary School
  • Conclusion
  • Notes
  • 8. Register Shifting with Dialect Resources in Instructional Discourse
  • Notes
  • 9. the Effect of Role and Footing on Students' Oral Academic Language
  • Conclusion
  • Notes
  • 10. Finding Words, Finding Meanings: Collaborative Learning and Distributed Cognition
  • Notes
  • 11. Speaking Standard English from Nine to Three: Language as Guerrilla Warfare at Capitol High
  • Conclusion
  • Notes
  • 12. Working Through Language
  • Conclusion
  • Notes
  • Notes
  • Notes
  • References
  • Index

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