Paradigmatic Literacy Features in Children's Argumentation in Peer Talk

Autor/in	Zadunaisky Ehrlich, Sara
Titel	Paradigmatic Literacy Features in Children's Argumentation in Peer Talk
Quelle	In: Journal of Early Childhood Literacy, 19 (2019) 2, S.224-251 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798417716978
Schlagwörter	Persuasive Discourse; Peer Relationship; Discourse Analysis; Language Usage; Preschool Children; Elementary School Students; Grade 4; Literacy; Thinking Skills; Dialogs (Language); Linguistic Theory; Language Acquisition; Semitic Languages; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Peer-Beziehungen; Diskursanalyse; Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 04; 4. Schuljahr; Schuljahr 04; Alphabetisierung; Schreib- und Lesefähigkeit; Denkfähigkeit; Dialog; Dialogs; Dialogue; Dialogues; Linguistische Theorie; Sprachaneignung; Spracherwerb; Arabisch; Hebräisch; Ausland
Abstract	Paradigmatic literacy features refer to ways of thinking and using language associated with academic-scientific discourse or written language. They are intimately bound up with education and appear in their emergent forms, mainly in conversations with adult partners. The present qualitative study investigates whether, and in which ways, paradigmatic literacy features emerge in pre-schoolers and fourth graders' argumentation in natural peer interactions. Segments of peer talk identified as argumentative discursive events served as our basic unit of analysis and were analysed from a discourse analytic perspective. The findings indicate that paradigmatic literacy features are embedded in peer talk at the macro level, in talk of an exploratory nature when children detach themselves from the 'here and now' and apply paradigmatic ways of thinking. Similarly, specific linguistic configurations related to academic discourse that manifest authority and degrees of distancing or abstractedness feature in children's natural conversations as well. In both cases, paradigmatic literacy features fulfil social functions in peer talk. In light of the current findings, we discuss the potential contribution of peer talk to the wider context of dialogism, as well as the scope of literacy beyond the modality in question. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01