Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia
DOI:
https://doi.org/10.1558/rcsi.37294Keywords:
storytelling, children, scaffolding, participation, bilingual, ethnomethodology, conversation analysisAbstract
Children frequently share stories as they play. Oral storytelling brings forth matters to do with language competence, and thus may present challenges for those with varying linguistic ability or those who are have a first language other than the dominant language of the setting. This article reports on a study of children’s playground interaction in a culturally and linguistically diverse preschool in Brisbane, Australia. An extended sequence of interaction is showcased in which one bilingual child (aged four years), speaking in his second language, takes up the role of storyteller in a designated ‘storytelling chair’. Sequential analyses using conversation analysis show how scaffolding is collaboratively achieved through a teacher’s responsiveness and the children’s demonstrated competence as storyteller and story recipients. By focusing on the interactional contributions of the members rather than individuals’ linguistic development, findings offer understandings about the co-productive and interactive communicative resources required for scaffolding storytelling.
References
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Bateman, A., & Danby, S. (2013). Recovering from the earthquake: Early childhood teachers and children collaboratively telling stories about their experiences. Disaster prevention and management, 22(5), 467-479.
Cekaite, A., & Evaldsson, A-C. (2008). 'Staging Linguistic Identities and Negotiating Monolingual Norms inMultiethnic School Settings. International Journal of Multilingualism, 5(3), 177-196.
Cekaite, A., & Evaldsson, A. C. (2017). Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers. Multilingua,36(4), 451-475.
Cohrssen, C., Church, A., & Tayler, C. (2014). Purposeful pauses: Teacher talk during early childhood mathematics activities. International Journal of Early Years Education, 22(2), 169-183.
Corsaro, W. A. (2009). Peer culture. In J. Qvortrup (ed.), The Palgrave handbook of childhood studies (pp. 301-315). United Kingdom: Palgrave Macmillan.
Cuff, E. C., & Hustler, D. E. (1982). Stories and story-time in an infant classroom: Some features of language in social interaction. Semiotica, 42(2-4), 119-146.
Department of Education, Employment & Workforce Relations (DEEWR). (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Canberra: Council of Australian Governments.
Evaldsson, A-C., & Svahn, J. (2012). School bullying and the micro-politics of girls’ gossip disputes.In S. Danby & M. Theobald. (eds.), Disputes in everyday life: Social and moral orders of children and young people (pp. 171-196). Bingley, UK: Emerald.
Fielding, R. (2015). Multilingualism in the Australian Suburbs: A framework for exploring bilingual identity. Singapore, Republic of Singapore:Springer.
Filipi, A. (2017). Exploring the recognizability of early story-telling through an interactional lens. Research on Children and Social Interaction (RCSI), 1(2), 116-140.
Gardner, R. (2012). Conversation Analysis in the Classroom. In J. Sidnell and T. Stivers (eds.),The Handbook of Conversation Analysis(pp. 593–611). Chichester: Wiley-Blackwell.
Garfinkel, H. (1967). Studies in ethnomethodology. Englewood cliffs, New Jersey: Prentice-Hall.
Goodwin, C. (2015). ‘Narrative as Talk-In-Interaction’ in A. De Fina and A. Georgakopoulo (Eds.) The Handbook of Narrative Analysis(pp 197-218). Chichester: Wiley.
Goodwin, C. (1984). Notes on story structure and the organization of participation. In M. Atkinson & J. Heritage (eds.), Structures of social action(pp. 225-246). Cambridge: Cambridge University Press.
Goodwin, C. & Goodwin, M.H. (1992) Assessment and the construction of context. In A. Durant & C. Goodwin (eds.). Rethinking Context(pp.147-190). Cambridge: Cambridge University Press.
Goodwin, M. H. (1990). Tactical uses of stories: Participation frameworks within girls’ and boys’ disputes. Discourse Processes,13(1), 33-71.
Goodwin, M. H., & Kyratzis, A. (2011). Peer Language Socialization. In A. Duranti, E. Ochs & B.B. Schiefflein (eds.). The handbook of language socialization(pp. 365- 390). New Jersey: Blackwell.
Heritage, J. (1984). Garfinkel and ethnomethodology. Oxford: Polity Press.
Heritage, J., & Raymond, G. (2005). The terms of agreement: Indexing epistemic authority and subordination in assessment sequences. Social Psychology Quarterly, 68,15–38.
Houen, S., Danby, S., Farrell, A., & Thorpe, K. (in press). Adopting an unknowing stance in teacher–child interactions through ‘I wonder…’ formulations. Classroom Discourse, 1-17.
Jefferson, G. (1978). Sequential aspects of story telling in conversation. In J. N. Schenkein (ed.), Studies in the organization of conversational interaction(pp. 213-248). New York: Academic Press.
Jefferson, G. (2004). Glossary of transcript symbols with an Introduction. In G. Lerner (Ed.). Conversation Analysis: Studies from the first generation(pp. 13–23). Philadelphia: John Benjamins.
Jidai, N., Kultti, A., & Pramling, N. (2017). In the order of words: Teacher-children negotiation about how to translate song lyrics in bilingual early childhood education. Research on Children and Social Interaction (RCSI), 1(2), 199-221.
Karlsson, M., & Evaldsson, A. (2011). ‘It was Emma’s army who bullied that girl’: A narrative perspective on bullying and identity making in three girls’ friendship groups. Narrative Inquiry, 21(1), 24-43.
Kantor, R., Elgas, P. M., & Fernie, D. E. (1993). Cultural knowledge and social competence within a preschool peer-culture group. Early Childhood Research Quarterly, 8(2),125-147.
Koole, T. & Elbers, E. (2014). Responsiveness in teacher explanations: A conversation analytic perspective on scaffolding. Linguistic & Education,26, 57-69.
Kyratzis, A. (1999). Narrative identity: Preschoolers self-construction through narrative in same-sex friendship dramatic play. Narrative Inquiry, 9, 427-455.
Lerner, G. (1992). Assisted storytelling: Deploying shared knowledge as a practical matter. Qualitative Sociology, 15, 247-271.
Labov, W., & Waletzky, J. (2003). Narrative analysis: Oral versions of personal experience. Washington: University of Washington Press.
Luke, K.K. (2016). Storytelling in multiple contexts. Chinese Language and Discourse, 7(2), 297-340.
Mandelbaum, J. (2012). Storytelling in conversation. In J. Sidnell & T. Stivers (eds.),The handbook of conversation analysis(pp. 492-508). Malden, MA: John Wiley & Sons.
McLeod, S., Verdon, S., & Theobald, M. (2015). Becoming bilingual: Children’s insights about sequential bilingualism and its influence on friendships. International Journal of Early Childhood (IJEC), 47(3). 385-402.
Morgan, P.L., Farkas, G., Hillemeier, M.M., Hammer, C.S., & Maczuga, S. (2015). 24-month-old children with larger oral vocabularies display greater academic and behavioural functioning at kindergarten entry. Child Development, 8(5), 1351-1370.
Rydland, V., Grøver, V. & Laurence, J. (2014). The potentials and challenges of learning words from peers in preschool: a longitudinal study of second language learners in Norway, In A. Cekaite, S. Blum-Kulka, V. Grøver & E. Teubal (eds.). Children's peer talk: learning from each other(pp. 214- 234). Cambridge: Cambridge University Press.
Sacks, H. (1995). Lectures on conversation (Vol. I & II).Malden, MA: Blackwell.
Sacks, H. (1991). On the analyzability of stories by children. In F. C. Waksler (ed.), Studying the social worlds of children: Sociological readings(pp. 195-215). London: Falmer Press.
Schegloff, E. A. (1991). Reflections on talk and social structure. Talk and social structure, 44-70.
Schegloff, E. (1987). Analyzing single episodes of interaction: An exercise in conversation analysis. Social Psychology Quarterly, 50(2), 101-114.
Sidnell, J. (2012). Basic conversation analytic methods. In J. Sidnell &T.Stivers(eds.),Thehandbookofconversationanalysis(pp. 77-99). Malden, MA:Wiley-Blackwell.
Stafford, K., & Drury, R. (2013). The ‘problem’ of bilingual children in educational settings: policy and research in England. Language and Education, 27(1), 70-81.
Stevens, J., Raban, B., and Nolan, A. (2014). Storytelling and storymaking in the early years, Albert Park, Vic: Teaching Solutions.
Stribling, P., & Rae, J. (2010). Interactional analysis of scaffolding in a mathematical taskin ASD. In H. Gardner & M. Forrester (eds.),Analysing interactions in childhood insightsfrom conversation analysis,(pp. 185–208). New York: Wiley.
Stokoe, E. H., & Edwards, D. (2006). Story formulation in talk-in-interaction. Narrative Inquiry, 16(1), 59-68.
Theobald, M. (2015). Achieving competence: The interactional features of children’s storytelling. Childhood, 23(1), 87-104.
Theobald, M., Bateman, A., Busch, G., Laraghy, M., & Danby, S. (2017). ‘I'm your best friend’: Peer interaction and friendship in a multilingual preschool. In M. Theobald. (ed.), Friendship and peer culture in multilingual settings, (pp. 171-196). London: Emerald.
Theobald, M., & Danby, S. (2017). Co-producing cultural knowledge: Children telling tales in the school playground. In A. Bateman & A. Church (eds.), Children’s knowledge-in-interaction: Studies in conversation analysis, (pp. 111-125). Singapore: Springer.
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.
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. The Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Bateman, A., & Danby, S. (2013). Recovering from the earthquake: Early childhood teachers and children collaboratively telling stories about their experiences. Disaster prevention and management, 22(5), 467-479.
Cekaite, A., & Evaldsson, A-C. (2008). 'Staging Linguistic Identities and Negotiating Monolingual Norms inMultiethnic School Settings. International Journal of Multilingualism, 5(3), 177-196.
Cekaite, A., & Evaldsson, A. C. (2017). Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers. Multilingua,36(4), 451-475.
Cohrssen, C., Church, A., & Tayler, C. (2014). Purposeful pauses: Teacher talk during early childhood mathematics activities. International Journal of Early Years Education, 22(2), 169-183.
Corsaro, W. A. (2009). Peer culture. In J. Qvortrup (ed.), The Palgrave handbook of childhood studies (pp. 301-315). United Kingdom: Palgrave Macmillan.
Cuff, E. C., & Hustler, D. E. (1982). Stories and story-time in an infant classroom: Some features of language in social interaction. Semiotica, 42(2-4), 119-146.
Department of Education, Employment & Workforce Relations (DEEWR). (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Canberra: Council of Australian Governments.
Evaldsson, A-C., & Svahn, J. (2012). School bullying and the micro-politics of girls’ gossip disputes.In S. Danby & M. Theobald. (eds.), Disputes in everyday life: Social and moral orders of children and young people (pp. 171-196). Bingley, UK: Emerald.
Fielding, R. (2015). Multilingualism in the Australian Suburbs: A framework for exploring bilingual identity. Singapore, Republic of Singapore:Springer.
Filipi, A. (2017). Exploring the recognizability of early story-telling through an interactional lens. Research on Children and Social Interaction (RCSI), 1(2), 116-140.
Gardner, R. (2012). Conversation Analysis in the Classroom. In J. Sidnell and T. Stivers (eds.),The Handbook of Conversation Analysis(pp. 593–611). Chichester: Wiley-Blackwell.
Garfinkel, H. (1967). Studies in ethnomethodology. Englewood cliffs, New Jersey: Prentice-Hall.
Goodwin, C. (2015). ‘Narrative as Talk-In-Interaction’ in A. De Fina and A. Georgakopoulo (Eds.) The Handbook of Narrative Analysis(pp 197-218). Chichester: Wiley.
Goodwin, C. (1984). Notes on story structure and the organization of participation. In M. Atkinson & J. Heritage (eds.), Structures of social action(pp. 225-246). Cambridge: Cambridge University Press.
Goodwin, C. & Goodwin, M.H. (1992) Assessment and the construction of context. In A. Durant & C. Goodwin (eds.). Rethinking Context(pp.147-190). Cambridge: Cambridge University Press.
Goodwin, M. H. (1990). Tactical uses of stories: Participation frameworks within girls’ and boys’ disputes. Discourse Processes,13(1), 33-71.
Goodwin, M. H., & Kyratzis, A. (2011). Peer Language Socialization. In A. Duranti, E. Ochs & B.B. Schiefflein (eds.). The handbook of language socialization(pp. 365- 390). New Jersey: Blackwell.
Heritage, J. (1984). Garfinkel and ethnomethodology. Oxford: Polity Press.
Heritage, J., & Raymond, G. (2005). The terms of agreement: Indexing epistemic authority and subordination in assessment sequences. Social Psychology Quarterly, 68,15–38.
Houen, S., Danby, S., Farrell, A., & Thorpe, K. (in press). Adopting an unknowing stance in teacher–child interactions through ‘I wonder…’ formulations. Classroom Discourse, 1-17.
Jefferson, G. (1978). Sequential aspects of story telling in conversation. In J. N. Schenkein (ed.), Studies in the organization of conversational interaction(pp. 213-248). New York: Academic Press.
Jefferson, G. (2004). Glossary of transcript symbols with an Introduction. In G. Lerner (Ed.). Conversation Analysis: Studies from the first generation(pp. 13–23). Philadelphia: John Benjamins.
Jidai, N., Kultti, A., & Pramling, N. (2017). In the order of words: Teacher-children negotiation about how to translate song lyrics in bilingual early childhood education. Research on Children and Social Interaction (RCSI), 1(2), 199-221.
Karlsson, M., & Evaldsson, A. (2011). ‘It was Emma’s army who bullied that girl’: A narrative perspective on bullying and identity making in three girls’ friendship groups. Narrative Inquiry, 21(1), 24-43.
Kantor, R., Elgas, P. M., & Fernie, D. E. (1993). Cultural knowledge and social competence within a preschool peer-culture group. Early Childhood Research Quarterly, 8(2),125-147.
Koole, T. & Elbers, E. (2014). Responsiveness in teacher explanations: A conversation analytic perspective on scaffolding. Linguistic & Education,26, 57-69.
Kyratzis, A. (1999). Narrative identity: Preschoolers self-construction through narrative in same-sex friendship dramatic play. Narrative Inquiry, 9, 427-455.
Lerner, G. (1992). Assisted storytelling: Deploying shared knowledge as a practical matter. Qualitative Sociology, 15, 247-271.
Labov, W., & Waletzky, J. (2003). Narrative analysis: Oral versions of personal experience. Washington: University of Washington Press.
Luke, K.K. (2016). Storytelling in multiple contexts. Chinese Language and Discourse, 7(2), 297-340.
Mandelbaum, J. (2012). Storytelling in conversation. In J. Sidnell & T. Stivers (eds.),The handbook of conversation analysis(pp. 492-508). Malden, MA: John Wiley & Sons.
McLeod, S., Verdon, S., & Theobald, M. (2015). Becoming bilingual: Children’s insights about sequential bilingualism and its influence on friendships. International Journal of Early Childhood (IJEC), 47(3). 385-402.
Morgan, P.L., Farkas, G., Hillemeier, M.M., Hammer, C.S., & Maczuga, S. (2015). 24-month-old children with larger oral vocabularies display greater academic and behavioural functioning at kindergarten entry. Child Development, 8(5), 1351-1370.
Rydland, V., Grøver, V. & Laurence, J. (2014). The potentials and challenges of learning words from peers in preschool: a longitudinal study of second language learners in Norway, In A. Cekaite, S. Blum-Kulka, V. Grøver & E. Teubal (eds.). Children's peer talk: learning from each other(pp. 214- 234). Cambridge: Cambridge University Press.
Sacks, H. (1995). Lectures on conversation (Vol. I & II).Malden, MA: Blackwell.
Sacks, H. (1991). On the analyzability of stories by children. In F. C. Waksler (ed.), Studying the social worlds of children: Sociological readings(pp. 195-215). London: Falmer Press.
Schegloff, E. A. (1991). Reflections on talk and social structure. Talk and social structure, 44-70.
Schegloff, E. (1987). Analyzing single episodes of interaction: An exercise in conversation analysis. Social Psychology Quarterly, 50(2), 101-114.
Sidnell, J. (2012). Basic conversation analytic methods. In J. Sidnell &T.Stivers(eds.),Thehandbookofconversationanalysis(pp. 77-99). Malden, MA:Wiley-Blackwell.
Stafford, K., & Drury, R. (2013). The ‘problem’ of bilingual children in educational settings: policy and research in England. Language and Education, 27(1), 70-81.
Stevens, J., Raban, B., and Nolan, A. (2014). Storytelling and storymaking in the early years, Albert Park, Vic: Teaching Solutions.
Stribling, P., & Rae, J. (2010). Interactional analysis of scaffolding in a mathematical taskin ASD. In H. Gardner & M. Forrester (eds.),Analysing interactions in childhood insightsfrom conversation analysis,(pp. 185–208). New York: Wiley.
Stokoe, E. H., & Edwards, D. (2006). Story formulation in talk-in-interaction. Narrative Inquiry, 16(1), 59-68.
Theobald, M. (2015). Achieving competence: The interactional features of children’s storytelling. Childhood, 23(1), 87-104.
Theobald, M., Bateman, A., Busch, G., Laraghy, M., & Danby, S. (2017). ‘I'm your best friend’: Peer interaction and friendship in a multilingual preschool. In M. Theobald. (ed.), Friendship and peer culture in multilingual settings, (pp. 171-196). London: Emerald.
Theobald, M., & Danby, S. (2017). Co-producing cultural knowledge: Children telling tales in the school playground. In A. Bateman & A. Church (eds.), Children’s knowledge-in-interaction: Studies in conversation analysis, (pp. 111-125). Singapore: Springer.
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.
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. The Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Published
2019-08-29
Issue
Section
Articles
How to Cite
Theobald, M. (2019). Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia. Research on Children and Social Interaction, 3(1-2), 224-247. https://doi.org/10.1558/rcsi.37294
