Cambridge University Press, 4/3/2014EAN 9781107017641, ISBN10: 1107017645Hardcover, 288 pages, 22.9 x 15.2 x 1.8 cmLanguage: EnglishInside and outside the classroom, children of all ages spend time interacting with their peers. Through these early interactions, children make sense of the world and co-construct their childhood culture, while simultaneously engaging in interactional activities which provide the stepping stones for discursive, social and cognitive development. This collection brings together an international team of researchers to document how children's peer talk can contribute to their socialization and demonstrates that if we are to understand how children learn in everyday interactions we must take into account peer group cultures, talk, and activities. This book will be of interest to students and researchers in the fields of language acquisition, sociolinguistics, pragmatics and discourse analysis, and related disciplines. It examines naturally occurring talk of children aged from three to twelve years from a range of language communities, and includes ten studies documenting children's interactions and a comprehensive overview of relevant research.1. Children's peer talk and learninguniting discursive, social and cultural facets of peer interaction. Editors' introduction Asta Cekaite, Shoshana Blum-Kulka, Vibeke Grøver and Eva TeubalPart I. Children's Peer Talk and Extended Discourse2. 'Now I said that Danny becomes Danny again' – a multifaceted view of kindergarten children's peer argumentative discourse Sara Zadunaisky Ehrlich and Shoshana Blum-Kulka3. Narrative performance, peer group culture and narrative development in a preschool classroom Ageliki Nicolopoulou, Carolyn Brockmeyer Cates, Aline de Sá and Hande Ilgaz4. 'Let's pretend you're the wolf!' The literate character of pretend play discourse in the wake of a story Esther Vardi-Rath, Eva Teubal, Hadassah Aillenberg and Teresa Lewin5. Explanatory discourse and historical reasoning in children's talkan experience of small group activity Camilla Monaco and Clotilde Pontecorvo6. Evaluation in pre-teenagers' informal language practices around texts from popular culture Janet MaybinPart II. Children's Peer Talk and Second Language Learning7. Peer interaction, framing and literacy in preschool bilingual pretend play Amy Kyratzis8. Metasociolinguistic stance taking and the appropriation of bilingual identities in everyday peer language practices Ann-Carita Evaldsson and Sahlström Fritjof9. 'Say princess' – the challenges and affordances of young Hebrew L2 novices' interaction with their peers Shoshana Blum-Kulka and Naomi Gorbatt10. Language play, peer group improvisations and L2 learning Asta Cekaite and Karin Aronsson11. The potentials and challenges of learning words from peers in preschool. A longitudinal study of second-language learners in Norway Veslemøy Rydland, Vibeke Grøver and Joshua Lawrence12. What, when and how do children learn from talking with peers? Katherine Nelson.
