Snapshots of tellings in interactions between adults and children aged two, three and three and a half in an Australian context

  • Anna Filipi Monash University
Keywords: adult–child interaction, change over time, conversation analysis, triggers for storytelling

Abstract

This paper examines how and by whom tellings with two young children are triggered at ages 23, 36 and 42 months. The data for the investigation is derived from a larger Australian English corpus of over 50 hours of interactions in the home, although one of the children is a bilingual Italian/ English-speaking child. The data is derived from two parent/child dyads, and in the case of the child aged 42 months, a triadic interaction between a mother, her own child and a second child. Using the micro-analytic methods of conversation analysis, the study analyses five samples of tellings. The first two describe how a child, Cassandra, aged 23 months, is invited to recount events of her day by her parents. The trigger for these tellings is the social activity of sharing everyday routine events. The next two samples focus on Rosie at 36 months who is also invited to share a telling by her parent about a birthday party celebration and one about a neighbourhood cat, Claude. The first telling is triggered by an object, a balloon from a birthday party from the day before, while the second is triggered by play involving the character of a cat, initially derived from a favourite story, Hairy Maclary. In the final sample, Cassandra, aged 42 months, initiates a telling about an experience at her grandmother’s which is trigged by a picture in a book. The analyses in each case reveal the interactional issues that arise in the action of telling and how these are dealt with by all participants. By focusing on the three ages, key features in the children’s participation in storytelling are uncovered.

Author Biography

Anna Filipi, Monash University

Anna Filipi is a senior lecturer in the Master of TESOL programme at Monash University. She has published widely in both first and second language learning and socialization, teacher education, classroom interaction, bilingualism, international student education, and language testing and assessment. Her particular area of research expertise is conversation analysis. Her most recent co-edited book is Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom.

References

Aldridge M., & Wood J. (1998). Interviewing children: A guide for child care and forensic practitioners. West Sussex, England: John Wiley.

Bateman A., & Carr, M. (2017). Pursuing a telling: Managing a multi-unit turn in children’s storytelling. In A. Bateman & A. Church (Eds.), Children and knowledge: Studies in conversation analysis (pp.91–110).NY: Springer. DOI: 10.1007/978-981-10-1703-2

Bateman, A., & Danby, S. (2013). Recovering from the earthquake: Early childhood teachers and children collaboratively telling stories about their experiences. Disaster Management and Prevention Journal, 22(5), 467–479. DOI: 10.1108/DPM-10-2013-0177

Bateman, A., Danby, S., & Howard, J. (2015). Using conversation analysis for understanding children’s talk about traumatic events. In M. O’Reilly & J. Lester (Eds.),Handbook of child mental health: Discourse and conversation studies(pp. 402–421). New York: Palgrave MacMillan. DOI.org/10.1108/RR-12-2015-0302

Bliss L., & McCabe A.(2011). Educational implications of narrative discourse. In S. Levey & S. Polirstok (Eds.), Language development: Understanding language diversity in the classroom (pp.209–226).Thousand Oaks, CA: Sage Press.

Broth, M., & Mondada, L. (2013). Walking away: The embodied achievement of activity closings in mobile interaction. Journal of Pragmatics,47(1), 41–58. DOI: 10.1016/j.pragma.2012.11.016

Brown, R., & Hanlon, C. (1970). Derivational complexity and order of acquisition in child speech. In J. R. Hayes (Ed.), Cognition and the development of language (pp. 11–54). New York: Wiley.

Bruner, J. S. (1986).Actual minds, possible worlds. MA: Harvard University Press.

Bruner J. (1991). The narrative construction of reality. Critical Inquiry, 18,1–21. DOI.org/10.1086/448619

Butler, C. W., & Wilkinson, R. (2013). Mobilising recipiency: Child participation and ‘rights to speak’ in multi-party family interaction. Journal of Pragmatics, 50, 37-51. DOI.org/10.1016/j.pragma.2013.01.012

Cekaite, A., & Björk-Willén, P. (2018). Enchantment in storytelling: Co-operation and participation in children’s aesthetic experience. Linguistics and Education, 48, 52-60. DOI.org/10.1016/j.linged.2018.08.005

Christensen, D., Zubrick, S. R., Lawrence, D., Mitrou, F., & Taylor, C. L. (2014). Risk factors for low receptive vocabulary abilities in the preschool and early school years in thelongitudinal study of Australian children. PLoS ONE, 9(7), e101476. DOI.org/10.1371/journal.pone.0101476

Dood, L. (1983). Hairy Maclary. Australia: Puffin Books.

Ely, R., & Berko Gleason, J. (1995). Socialization across contexts. In P. Flecther & B. MacWhinney (Eds.), The handbook of child language(pp. 251-270). Oxford: Basil Blackwell.

Engel, S. (1995).The stories children tell: Making sense of the narratives of childhood.New York: W.H. Freeman.

Feagans, L., & Appelbaum, M. (1986). Validation of language subtypes in learning disabled children. Journal of Experimental Psychology, 78,358–364.DOI: 10.1037/0022-0663.78.5.358

Filipi, A. (2007). A toddler's treatment of mm and mm hm in talk with a parent. Australian Review of Applied Linguistics, 30(3), 1-17. DOI.org/10.2104/aral0733

Filipi, A. (2009). Toddler and parent interaction: The organisation of gaze, pointing and vocalisation.Amsterdam/Philadelphia: John Benjamins Publishing Company. DOI.org/10.1075/pbns.192

Filipi, A. (2013). Withholding and pursuit in the development of skills in interaction and language. Interaction Studies, 14(2), 139–159. DOI.org/10.1075/is.14.2.01fil

Filipi, A. (2017a). Exploring the recognisability of early story-telling through an interactional lens.Research on Children and Social Interaction,1(2),141–163. DOI.org/10.1558/rcsi.31370

Filipi, A. (2017b). The emergence of early story-telling. In A. Bateman & A. Church (Eds.), Children and knowledge: Studies in conversation analysis (pp. 279–296). NY: Springer. DOI: 10.1007/978-981-10-1703-2

Filipi, A. (2018). Making knowing visible: Tracking the development of the response token yes. In S. Pekarek Doehler, J. Wagner & E. González-Martínez(Eds.), Longitudinal studies in conversation analysis(pp. 39–66). Basinkstoke: Palgrave MacMillan. DOI.org/10.1057/978-1-137-57007-9_2

Filipi, A., & Markee, N. (2018). Transitions in class as important sites for language alternation. In A. Filipi & N. Markee (Eds.), Conversation analysis and language alternation: Capturing transitions in the classroom. The Netherlands, Philadelphia: John Benjamins Publishing. DOI.org/10.1075/pbns.295

Forrester, M. A. (2008). The emergence of self-repair: A case study of one child during the early preschool years. Research on Language and Social Interaction,41(1), 99–128. DOI.org/10.1080/08351810701691206

Gardner, R. (2001). When listeners talk: Response tokens and recipient stance. Amsterdam: John Benjamins.doi.org/10.1075/pbns.92

Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.

Hellermann, J., & Pekarek Doehler, S. (2010). On the contingent nature of language learning tasks. Classroom Discourse, 1, 25–45. DOI: 10.1080/19463011003750657

Hepburn, A., & Bolden, G. (2013). The conversation analytic approach to transcription. In J. Sidnell & T. Stivers (Eds.),The handbook of conversation analysis (57–76). West Sussex, UK: Wiley Blackwell.

Heritage, J. (2012). Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction, 45,1–29. DOI: 10.1080/08351813.2012.646684

Heritage, J., & Raymond, G. (2005). The terms of agreement: Indexing epistemic authority and subordination in assessment sequences. Social Psychology Quarterly, 68, 15–38.DOI: 10.1177/019027250506800103.

Heritage, J., & Sorjonen, M-L. (1994). Constituting and maintaining activities across sequences: And-prefacing as a feature of question design. Language in Society, 23(1), 1–29. DOI.org/10.1017/S0047404500017656

Jefferson, G. (1984). Notes on a systematic deployment of the acknowledgement tokens ‘yeah’ and ‘mm hm’. Papers in Linguistics,17,197–216. DOI.org/10.1080/08351818409389201

Lerner, G. H. (1992). Assisted storytelling: Deploying shared knowledge as a practical matter. Qualitative Sociology, 15(3), 247–271.

Mandelbaum, J. (2013). Story-telling in conversation. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis(pp. 492–508). Chichester, UK: Wiley-Blackwell.

Markee, N. (2005). A conversation analytic perspective on off-task classroom talk: implications for second language acquisition studies.” In K. Richards & P. Seedhouse(Eds.),Applying conversation analysis(pp. 187–213). London: Palgrave-MacMillan.doi.org/10.1057/9780230287

McKeough, A., & Generoux, R. (2003). Transformation in narrative thought during adolescence: The structure and content of story compositions. Journal of Educational Psychology, 93,537–552. DOI.org/10.1037/0022-0663.95.3.537

Mortensen, K., & Hazel, S. (2011). Initiating round robins in the L2 classroom—preliminary observations. Novitas-ROYAL (Research on Youth and Language),5(1), 55–70.

Nevile, M. (2006). Making sequentiality salient: And-prefacing in the talk of airline pilots.Discourse Studies, 8(2), 279-302. DOI.org/10.1177/1461445606061797

Ninio, A., & Snow, C. (1996). Pragmatic development. Oxford: Westview Press.

Peterson, C., & Jesso, B. (2008). Parent/caregiver: Narrative development (37-48 months). In L.Phillips (Ed.), Handbook of language and literacy development: A roadmap from 0 - 60 Months(pp. 1–10).London, ON: Canadian Language and Literacy Research Network.

Radford, J., & Mahon, M. (2010). Multi-modal participation in storybook sharing. In H. Gardner & M. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis(pp. 209–226). West Sussex: John Wiley & Sons, LTD. doi.org/10.1111/j.1460-6984.2011.00098.x

Raymond, G. (2003). Grammar and social organization: Yes/no interrogatives and the structure of responding. American Sociological Review, 68, 939–967.DOI: 10.2307/1519752

Ross, S. (1992). Accommodative questions in oral proficiency interviews. Language Testing, 9, 173–186. DOI: 10.1177/ 026553229200900205.

Sacks, H. (1992). Lectures on conversationVol. 1 & 2. Oxford UK and Cambridge US: Blackwell Publishing.

Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest semantics for the organization of turn-taking for conversation. Language50, 696–735. DOI: 10.2307/412243

Schegloff, E. A. (1997). “Narrative analysis" thirty years later. In M. Bamberg, (Ed.), Oral versions of narrative experience: Three decades of narrative analysis, Special Issue. Journal of Narrative and Life History, 7, 97–106. doi.org/10.1075/jnlh.7.11nar

Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis, Vol. 1.Cambridge: Cambridge University Press.

Sidnell, J. (2010). Conversation analysis: An introduction.West Sussex: Wiley Blackwell.

Sidnell, J. (2013). Basic conversation analytic methods. In J. Sidnell & T. Stivers (Eds.),The handbook of conversation analysis (pp.77–99). West Sussex: Wiley Blackwell.

Snow, C. E., & Dickinson, D. K. (1991). Skills that aren’t basic in a new conception of literacy. In A. Purves & E. Jennings (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling(pp. 179–191).Albany, NY: SUNY Press.

Snow, C. E., & Tabors, P. O. (1993). Language skills that relate to literacy development. In B. Spodek & O. Saracho (Eds.), Yearbook in early childhood education, Vol. 4. New York, NY: Teachers College Press.

Snow, C. E., Tabors, P. O., Nicholson, P. A., & Kurland, B. F. (1995). SHELL: Oral language and early literacy skills in kindergarten and first-grade children.Journal of Research in Childhood Education, 10(1), 37–48. DOI:10.1080/02568549509594686.

Stokoe, E., & Edwards, D. (2006). Story formulations in talk-in-interaction. Narrative Inquiry, 16(1), 56–65. DOI.org/10.1075/ni.16.1.09sto

Tarplee, C. (1993). Working on talk: The collaborative shaping of linguistic skills within child-adult interaction. PhD., University of York.

Theobald, M. (2016). Achieving competence: The interactional features of children’s storytelling. Childhood, 23(10), 87–104.DOI.org/10.1177/0907568215571619

Theobald, M. & Reynolds, E. (2015). In pursuit of some appreciation: Assessment and group membership in children's second stories.Text & Talk, 35(3), 407-430. DOI.org/10.1515/text-2015-0006

Wagner, J., Pekarek Doehler, S., & González-Martínez,E. (2018). Longitudinal research on the organisation of social interaction: Current developments and methodological challenges. In S. Pekarek Doehler, J. Wagner & E. González-Martínez(Eds.), Longitudinal studies in conversation analysis(pp. 3–35). UK: Palgrave- MacMillan. doi.org/10.1057/978-1-137-57007-9.

Wahler, R., & Castlebury, F. (2002). Personel narratives as maps of the social ecosystem. Clinical Pyschology Review, 22, 297–314. DOI.org/10.1016/S0272-7358(01)00092-7

Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann Educational Books.
Published
2019-08-29
How to Cite
Filipi, A. (2019). Snapshots of tellings in interactions between adults and children aged two, three and three and a half in an Australian context. Research on Children and Social Interaction, 3(1-2), 119-143. https://doi.org/10.1558/rcsi.37285