Bilingual Text Production as Task and Resource: Social Interaction in Task Oriented Student Groups

The paper attempts to highlight the bilingual nature of social interaction in task-focused groups taking place in school environments where more than one language is readily available for the purpose of everyday social affairs. Specifically, the following analysis highlights three issues, central for our understanding of bilingual group work. These are: the linguistic organization of task-oriented actions, which will lead us to specify a socially shared division of labor between the two languages the use of code-switching and related bilingual practices in the pursuit of various interactional projects the notion of pedagogic tasks as interactional resources, exploited by the participants for a range of practical purposes (clearly, this issue is not specific for bilingual groups) To illustrate the relevance of these matters, samples of bilingual talk-in-interaction from two different settings will be fleshed out in some detail, combining the task-oriented as well as interpersonal aspects of students’ actions, and treating the issue of language choice (and alternation) as an integral part of their social conduct

Parentification: counselling talk on a helpline for children and young people

This chapter investigates counselling interactions where young clients talk about their experiences of taking on family responsibilities normatively associated with parental roles. In research counselling literature, practices where relationships in families operate so that there is a reversal of roles, with children managing the households and caring for parents and siblings, is described as parentification. Parentification is used in the counselling literature as a clinician/researcher term, which we ‘respecify’ (Garfinkel, 1991) the term by beginning with an investigation of young clients’ own accounts of being an adult or parent and how counsellors orient to these accounts. As well as providing understandings of how young people propose accounts of their experiences of adult-child role reversal, the chapter contributes to understanding how children and young people use the resources of counselling helplines, and how counsellors can communicate effectively with children and young people

Pragmatic skills and awareness in bilinguals : Children¿s directives in school contexts

Bearing in mind the vast amount of research within the field of second language leruning (see McLaughlin, 1985 for a review), surprisingly little attention has been given to the pragmatic development of young L2 leruners. As pragmatic skills constitute an important part of a person's communicative competence, this is somewhat unfortunate. The present work is an attempt to investigate pragmatic aspects of young bilinguals' communicative behavior. The following sections are merely intended to give the reader a brief introduction to the concepts used and perspectives considered in the study at hand, they do not provide an extensive overview of the field of research

A weak case for solitary confinement : Categorisation, collegiality and accountability arrangements in a special residential home

This article is a single case analysis of trouble talk taking place between teachers and care workers at a Swedish special residential home for boys and young men (aged 12-20). The topic of the talk is a potentially unwarranted solitary detention of a student. Using sequential- and Membership Categorisation analyses, we examine the participants methods for talking about the event as institutionally problematic while avoiding to blame the teacher responsible for the disciplinary action. Specifically, we demonstrate how the grounds for the confinement were initially disputed by the care workers and how an extended negotiation with the teachers eventually lead to a jointly acceptable account of the event. This involved recasting the event as a real-life experience that should afford the student important opportunities for socialisation into the social and institutional orders which inform daily life at the residential home. More generally, the analysis demonstrates how presumed knowledge of social and institutional structures and practices is mobilised and negotiated - through categorial ordering work (Hester &amp; Eglin, 1997) - in the service of coming to terms with the complex accountability arrangements of the special residential home.Funding Agencies|Swedish research council (Vetenskapsradet) [VR 2003-4095]</p

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EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Young Children’s mealtimes and eating practices in early childhood education and care : A scoping review of 30 years of research from 1990 to 2020

Young children’s eating practices and mealtimes within early childhood education and care have attracted considerable attention over the past 30 years, with an increasing focus on nutrition and family-style meals. Research in this field is typically conducted in parallel strands that would benefit from an overview perspective and critical discussion. This article addresses that need, reviewing international research from 166 empirical papers published between January 1990 to December 2020. A scoping literature review was used to inductively identify three core areas of research: i) factors influencing children’s eating practices, ii) teacher’s and children’s perspectives on mealtimes, and iii) situated meal practices. Key trends included a focus on repeated exposure, modeling behavior, teachers’ feeding practices, rules and norms vs. playfulness, and participation in the meal as event. Future research could work across disciplinary boundaries and combine a focus on nutritional concerns with an examination of the multimodal interaction within the mealtimes.Funding: Swedish Research Council (Vetenskapsrdet) [2019-03890]</p