This book brings together researchers from across the globe to share their work on the micro-analyses of storytelling. By doing so, the book helps to deepen the understanding of, and track storytelling practices cross-culturally and longitudinally in the home, at school, and in higher education. Through the unique focus on education and learning, this book provides a lens with which to identify how children’s and adolescents’ language development and sense of self in storytelling are supported in various contexts: the home, classroom, playground or in the higher education context. It explores the work, identity and practices of friends, teachers and lecturers in teaching, learning, reflection and supervision. Importantly, in identifying these practices, the book presents opportunities to assist parents and teachers, to inform pedagogy in teacher education, and to support effective doctoral supervision. The focus on storytelling in homes, education, and for learning, and the practical applications of the findings, contribute to the ongoing research in both education and conversation analysis.
Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Cuprins
Introduction.- 1 The centrality of storytelling to human interaction.- Section 1 Storytelling in the family.- 2 The shape and functions of pretend play in interactions with a parent: First stories.- 3 The stories we tell: Stories within family settings.- 4 (TBC – Storytelling practices in parent child interaction).- 5 Recipiency around the Dinner Table: Aligning, Disaligning and Misaligning with a storytelling.- Part 2 Storytelling in school.- 6 Enduring storytelling dispositions in early childhood education.- 7 Short stories in culturally and linguistically diverse classrooms.- 8 The collaborative emergence of storytelling in an after-school foreign language primary classroom.- 9 Tellings in tests: Some constraints on storytelling sequences in L2 oral proficiency tests.- 10 “Did the teacher …”: The storytelling practices of two English Language Learners.- 11 Reconstructing refugee students’ experience of classroom practices from their tellings.- Part 3 Storytelling in Higher Education.- 12 Teacher storytelling in an English as a Second Language ‘meaning -and-fluency’ class.- 13 “I remember when I was in Valencia”: Student-teacher story-telling and co-construction of identities.- 14 Giving advice through hypothetical storytelling: A Conversation Analytic study of supervisory interaction between doctoral students and supervisors.- Conclusion.- 15 Considerations for parenting and educating.
Despre autor
Anna Filipi is a senior lecturer in the Faculty of Education, Monash University, Australia, where she teaches in the TESOL program. Her research is in conversation analysis in first language and social development, second language learning and teaching, language testing and assessment, and international student education (in schools and in transition to university). She has published widely on these topics. Her current work involves exploring children’s storytelling competencies, investigating multilingual practices in the classroom, and practical applications of findings in classroom interaction for teacher education.
Binh Thanh Ta is a lecturer in the Faculty of Medicine Nursing and Health Science, Monash University, Australia, where she teaches academic writing and communication skills. She has expertise in conversation analysis, video-ethnography and video-stimulated interviews. She is interested in interaction and communication in higher education and health care settings. Her publications have focused on interaction between students and educators in the contexts of teacher education, doctoral supervision, and clinical placement. Her current research project involves investigating general practitioners’ practice of giving advice on Smoking, Nutrition, Alcohol, and Physical Activity.
Maryanne Theobald is an associate professor in the Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology (QUT), Australia. Maryanne is an interaction analyst whose research explores the hidden worlds of children’s lives in our increasingly culturally and linguistically diverse homes, schools and playgrounds. Her expertise in video-ethnography and video-stimulated accounts involves children and educators as analysers of their own experiences, creating professional learning resources for educators. Maryanne has published widely on storytelling, and has editorial experience with edited volumes, and as editor of journals.
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