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More About This Title Analysing Interactions in Childhood - Insightsfrom Conversation Analysis
English
- Brings together a contributor team of leading experts in the emerging field of child-focused conversation analytic studies, from both academic and professional research backgrounds
- Includes examples of typically developing children and those who face a variety of challenges to participation, as they interact with parents and friends, teachers, counsellors and health professionals
- Encompasses linguistic, psychological and sociological perspectives
- Offers new insights into children’s communication as they move from home into wider society, highlighting how this is expressed in different cultural contexts
English
Hilary Gardner is a lecturer in Human Communication Sciences at Sheffield University, UK, and has worked as a speech and language therapist with children for over 30 years.
Michael Forrester is a senior lecturer in the School of Psychology at the University of Kent, UK. Previous publications include the Development of Young Children's Social- Cognitive Skills and Psychology of Language.
English
Foreword by Elena Lieven vii
Introduction ix
Contributors xvii
SECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDREN AND THEIR MAIN CARERS 1
1 Next turn and intersubjectivity in children’s language acquisition 3
Clare Tarplee
2 Hm? What? Maternal repair and early child talk 23
Juliette Corrin
3 Ethnomethodology and adult–child conversation: Whose development? 42
Michael Forrester
4 ‘Actually’ and the sequential skills of a two-year-old 59
Anthony Wootton
5 Children’s emerging and developing self-repair practices 74
Minna Laakso
SECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIAL WORLD 101
6 Questioning repeats in the talk of four-year-old children 103
Jack Sidnell
7 Children’s participation in their primary care consultations 128
Patricia Cahill
8 Feelings-talk and therapeutic vision in child–counsellor interaction 146
Ian Hutchby
9 Intersubjectivity and misunderstanding in adult–child learning conversations 163
Chris Pike
SECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL 183
10 Interactional analysis of scaffolding in a mathematical task in ASD 185
Penny Stribling and John Rae
11 Multi-modal participation in storybook sharing 209
Julie Radford and Merle Mahon
12 Child-initiated repair in task interactions 227
Tuula Tykkyläinen
13 Communication aid use in children’s conversation: Time, timing and speaker transfer 249
Michael Clarke and Ray Wilkinson
Glossary of transcript symbols 267
Index 269
English
“It is an extremely well-edited and well-balanced book with high quality contributions from the various authors. As such, it is well placed to achieve its aim of enhancing the impact of CA as a discipline by expanding into developmental and applied areas of research.” (Discourse Studies, 2012)
"With lengthy chapters and quality evaluations, this is a thought-provoking book but one not for the faint hearted! It is aimed at academics and students who want up-to-date information." (Speech & Language Therapy in Practice, 1 September 2011)
