Offers a fresh perspective on how conversation analysis can be used
to highlight the sophisticated nature of what children actually do
when interacting with their peers, parents, and other adults.
* 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
विषयसूची
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
लेखक के बारे में
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.
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