Language Expansion in Chinese Parent-Child Mealtime Conversations: Across Different Conversational Types and Initiators

Autor/inn/en	Sheng, Ling; Dong, Wenming; Han, Feifei; Tong, Shiming; Hu, Jiangbo
Titel	Language Expansion in Chinese Parent-Child Mealtime Conversations: Across Different Conversational Types and Initiators
Quelle	In: International Journal of Early Years Education, 30 (2022) 1, S.25-40 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheng, Ling) ORCID (Han, Feifei) ORCID (Hu, Jiangbo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.1971949
Schlagwörter	Food; Parent Child Relationship; Middle Class; Classification; Conflict; Language Acquisition; Chinese; Foreign Countries; Discourse Analysis; Preschool Children; China + Suchen Sie Ihr Suchwort? Lebensmittel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mittelschicht; Classification system; Klassifikation; Klassifikationssystem; Konflikt; Sprachaneignung; Spracherwerb; China; Chinesen; Ausland; Diskursanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This study examined the distribution of language expansion in parent-child (preschool aged) mealtime conversations in 30 Chinese middle-class families. The conversations were categorised into four types: "contextualised & conflicted," "contextualised & non-conflicted," "decontextualised & conflicted," and "decontextualised & non-conflicted." The language expansions were analysed using the systemic functional linguistic theory related to cohesive patterns in language expansion: "elaborations," "extensions," and "enhancements." While the parents dominated the conversations generally, the children were active contributors, initiating over one-quarter of the conversations. Initiation had an impact on the distribution of the conversational types: the proportions of "contextualised & non-conflicted" conversations was significantly higher in child-initiated conversations. The "contextualised & conflicted" conversations accounted for a higher proportion in parent-initiated conversations. It was the conversational type rather than initiation, which had an effect on the distribution of language expansion patterns. The least occurring "decontextualised & conflicted conversations" generated the most extensions. The frequently appeared "contextualised & non-conflicted" conversations, however, produced the fewest expanded messages. The implications from the findings for promoting high-quality mealtime conversations conducive to children's language learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01