Difference between revisions of "Anatoli2025"
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|Author(s)=Olga Anatoli; Asta Cekaite; | |Author(s)=Olga Anatoli; Asta Cekaite; | ||
|Title=Everyday poetics and language play in young children’s interactions in a bilingual institutional context | |Title=Everyday poetics and language play in young children’s interactions in a bilingual institutional context | ||
| − | |Tag(s)=EMCA; Language play; Heteroglossia; Everyday poetics; Bilingualism; Peer group | + | |Tag(s)=EMCA; Language play; Heteroglossia; Everyday poetics; Bilingualism; Peer group |
|Key=Anatoli2025 | |Key=Anatoli2025 | ||
|Year=2025 | |Year=2025 | ||
|Language=English | |Language=English | ||
|Journal=Discourse Studies | |Journal=Discourse Studies | ||
| + | |Volume=27 | ||
| + | |Number=6 | ||
| + | |Pages=920–940 | ||
|URL=https://journals.sagepub.com/doi/full/10.1177/14614456251372997 | |URL=https://journals.sagepub.com/doi/full/10.1177/14614456251372997 | ||
|DOI=10.1177/14614456251372997 | |DOI=10.1177/14614456251372997 | ||
|Abstract=The study examines young children’s peer group interactions characterized by creative language use. We operationalize the concept of everyday poetics to explore the forms, heteroglossic resources, and the social and aesthetic purposes of children’s peer encounters. The data consists of video ethnography conduced in a bilingual Swedish-English preschool for children aged 1–5 in Sweden. Using multimodal conversation analysis, the study shows that everyday poetics involved young bilinguals engaging in aesthetic, exploratory talk through sound and meaning associations, category explorations, and cross-speaker sound and word play in both institutional languages. Children’s language play served multiple purposes beyond the social relationality of the peer group. Children employed heteroglossia in aesthetic performances and language teaching, which became integral parts of social episodes that began as language play. The study argues that analytical attention to aesthetic and playful features of everyday interaction can contribute to our deeper understanding of human sociality. | |Abstract=The study examines young children’s peer group interactions characterized by creative language use. We operationalize the concept of everyday poetics to explore the forms, heteroglossic resources, and the social and aesthetic purposes of children’s peer encounters. The data consists of video ethnography conduced in a bilingual Swedish-English preschool for children aged 1–5 in Sweden. Using multimodal conversation analysis, the study shows that everyday poetics involved young bilinguals engaging in aesthetic, exploratory talk through sound and meaning associations, category explorations, and cross-speaker sound and word play in both institutional languages. Children’s language play served multiple purposes beyond the social relationality of the peer group. Children employed heteroglossia in aesthetic performances and language teaching, which became integral parts of social episodes that began as language play. The study argues that analytical attention to aesthetic and playful features of everyday interaction can contribute to our deeper understanding of human sociality. | ||
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Latest revision as of 01:33, 9 December 2025
| Anatoli2025 | |
|---|---|
| BibType | ARTICLE |
| Key | Anatoli2025 |
| Author(s) | Olga Anatoli, Asta Cekaite |
| Title | Everyday poetics and language play in young children’s interactions in a bilingual institutional context |
| Editor(s) | |
| Tag(s) | EMCA, Language play, Heteroglossia, Everyday poetics, Bilingualism, Peer group |
| Publisher | |
| Year | 2025 |
| Language | English |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 27 |
| Number | 6 |
| Pages | 920–940 |
| URL | Link |
| DOI | 10.1177/14614456251372997 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The study examines young children’s peer group interactions characterized by creative language use. We operationalize the concept of everyday poetics to explore the forms, heteroglossic resources, and the social and aesthetic purposes of children’s peer encounters. The data consists of video ethnography conduced in a bilingual Swedish-English preschool for children aged 1–5 in Sweden. Using multimodal conversation analysis, the study shows that everyday poetics involved young bilinguals engaging in aesthetic, exploratory talk through sound and meaning associations, category explorations, and cross-speaker sound and word play in both institutional languages. Children’s language play served multiple purposes beyond the social relationality of the peer group. Children employed heteroglossia in aesthetic performances and language teaching, which became integral parts of social episodes that began as language play. The study argues that analytical attention to aesthetic and playful features of everyday interaction can contribute to our deeper understanding of human sociality.
Notes
