Exploring the recognisability of early story-telling through an interactional lens
DOI:
https://doi.org/10.1558/rcsi.31370Keywords:
story-telling, conversation analysis, parent-child interaction, story structureAbstract
This study analyses two interactions between a parent and her child aged 23 months. The interactions provide examples of stories that begin to emerge when the child moves from talk that is highly dependent on the objects or activities in the physical space to talk about events that have occurred in a recent past and are not part of the immediate context. In the child language literature these interactions are referred as narratives. They are reported to emerge from the age of two, typically at the age of 2;6 (Miller & Sperry, 1988). Using the micro-analytic methods of conversation analysis where the focus is on interaction as the outcome of the joint, collaborative actions of both parent and child, and how they make visible to each other how they have understood the previous action or turn in talk, the analysis will show how one of the stories “fails” to progress while the second is successful. Analysis will proceed from using a set of features extrapolated from adult story-telling. They include what triggers the story-telling, how speakers resolve the interactional problem of creating a multi-unit turn, how story-telling is achieved collaboratively, what the purpose of the story is and who it is for, and how the story is oriented to as being newsworthy.
References
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Filipi, A. (2014a). Speakers’ orientations to directional terms in a map task. Discourse Studies, 16(3), 365–384. https://doi.org/10.1177/1461445613508896
Filipi, A. (2014b). The shift from talking about the ‘here and now’ to talk about the ‘then and there’ in interactions with young children. Paper presented at the 4th International Conference of Conversation Analysis, UCLA.
Filipi, A. (2015). The development of recipient design in bilingual child-parent interaction. Research on Language and Social Interaction 48(1), 100–119. https://doi.org/10.1080/08351813.2015.993858.
Filipi, A. (2017). The emergence of early story-telling. In A. Bateman & A. Church (eds), Children and knowledge: Studies in conversation analysis (pp. 279–296). Singapore: Springer.
Filipi, A. (In press). Making knowing visible: Tracking the development of the response token yes. In S. Pekarek Doehler, J. Wagner & E. Gonsález-Martínez (eds), Longitudinal studies on the organization of social interaction (pp. 279–96). Basingstoke: Palgrave Macmillan.
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Forrester, M. (2015). Early social interaction: A case comparison of developmental pragmatics and psychoanalytic theory. Cambridge: Cambridge University Press.
Gardner, R. (2001). When listeners talk: Response tokens and recipient stance. Philadelphia, PA: John Benjamins Publishing Company. https://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.
Heritage, J. (2012). Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction, 45, 1–29. https://doi.org/10.1080/08351813.2012.646684
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Hutchby, I. & Wooffitt, R. (2008). Conversation analysis. Cambridge: Polity Press. Jefferson, G. (1984). Notes on a systematic deployment of the acknowledgement tokens ‘yeah’ and ‘mm hm’. Papers in Linguistics, 17, 197–216. https://doi.org/10.1080/08351818409389201
Jones, S. & Zimmerman D. (2003). A child’s point and the achievement of intentionality. Gesture, 3, 155–185. https://doi.org/10.1075/gest.3.2.03jon
Kidwell, M. (2005). Gaze as social control: How very young children differentiate ‘the look’ from a ‘mere look’ by the adult caregivers. Research on Language and Social Interaction, 38, 417–449. https://doi.org/10.1207/s15327973rlsi3804_2
Koshik, I. (2002). Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 35, 277–309. https://doi.org/10.1207/S15327973RLSI3503_2
Laakso, M. (2010). Children’s emerging and developing self-repair practices. In H. Gardner & M. Forrester (eds), Analysing interactions in childhood: Insights from conversation analysis (pp. 74–100). Chichester: Wiley-Blackwell.
Labov, W. & Waletzky, J. (1967). Narrative analysis. In J. Helm (ed.), Essays on the verbal and visual arts (pp. 12–44). Seattle, WA: University of Washington Press.
Liszkowski, U. (2013). Using theory of mind. Child Development Perspectives, 7, 104–109. https://doi.org/10.1111/cdep.12025
Liszkowski, U., Carpenter, M., Striano, T. & Tomasello, M. (2006). 12- and 18-month-olds point to provide information for others. Journal of Cognition and Development, 7, 173–187. https://doi.org/10.1207/s15327647jcd0702_2
Liszkowski, U., Carpenter, M. & Tomasello, M. (2007). Pointing out new news, old news, and absent referents at 12 months of age. Developmental Science, 10, F1–F7. https://doi.org/10.1111/j.1467-7687.2006.00552.x
Mandelbaum, J. (2013). Story-telling in conversation. In J. Sidnell & T. Stivers (eds), The handbook of conversation analysis, (pp. 492–508). Chichester: Wiley-Blackwell.
McKeough, A. (2007). Best narrative writing practices when teaching from a developmental framework. In S. Graham, C. MacArthur & Fitzgerald, J. (eds), Best practices in writing instruction, (pp. 50–73). New York: Guilford Press.
McKeough, A. & Genereux, R. (2003). Transformation in narrative thought during adolescence: The structure and content of story compositions. Journal of Educational Psychology, 93, 537–552. https://doi.org/10.1037/0022-0663.95.3.537
Miller, P. & Sperry, L. (1988). Early talk about the past: The origins of conversational stories of personal experience. Journal of Child Language, 15, 293–315. https://doi.org/10.1017/S0305000900012381
Ninio, A. & Snow, C. (1996). Pragmatic development. Oxford: Westview Press.
Norrick, N. (2005). The dark side of tellability. Narrative Inquiry, 15(2), 323–343. https://doi.org/10.1075/ni.15.2.07nor
Ochs, E. & Capps, L. (2001). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge, MA: Harvard University Press.
Olson, D. R. (1977). Oral and written language and the cognitive processes of children. Journal of Communication, 27(30), 10–26. https://doi.org/10.1111/j.1460-2466.1977.tb02119.x
Parnell, M., Patterson, S. & Harting, M. (1984). Answers to wh-questions: A developmental study. Journal of Speech and Hearing Research, 27, 297–305. https://doi.org/10.1044/jshr.2702.297
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.
Raymond, G. (2003). Grammar and social organization: Yes/no interrogatives and the structure of responding. American Sociological Review, 68, 939–967. https://doi.org/10.2307/1519752
Reese, E. (1995). Predicting children’s literacy from mother–child conversations. Cognitive Development, 10, 381–405. https://doi.org/10.1016/0885-2014(95)90003-9
Rome-Flanders, T., Cronk, C. & Gourde, C. (1995). Maternal scaffolding in mother–infant games and its relationship to language development: A longitudinal study. First Language, 15(3), 339–355. https://doi.org/10.1177/014272379501504505
Ross, S. (1992). Accommodative questions in oral proficiency interviews. Language Testing, 9, 173–186. https://doi.org/10.1177/026553229200900205
Rowe, M., Coker, D. & Pan, B. (2004). A comparison of fathers’ and mothers’ talk to toddlers in low-income families. Social Development, 13, 278–291. https://doi.org/10.1111/j.1467-9507.2004.000267.x
Sacks, H. (1992). Lectures on conversation (vols 1 and 2). Oxford: Blackwell Publishing.
Schegloff, E. (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. https://doi.org/10.1075/jnlh.7.11nar
Schegloff, E. (2007). Sequence organization in interaction: A primer in conversation analysis, vol. 1. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511791208
Schegloff, E. & Sacks, H. (1973). Opening up closings. Semiotica, 8, 289–327. https://doi.org/10.1515/semi.1973.8.4.289
Sidnell, J. (2010). Conversation analysis: An introduction. Chichester: Wiley-Blackwell.
Snow, C. (1999). Social perspectives on the emergence of language. In B. MacWhinney, (ed.), Emergence of language (pp. 257–276). Hillsdale, NJ: Lawrence Erlbaum Associates.
Snowman, J. & Biehler, R. (2000). Psychology applied to teaching, 9th edn. Boston, MA: Houghton Mifflin Company.
Stivers, T. & Rossano, F. (2010). Mobilizing response. Research on Language and Social Interaction, 43, 3–31. https://doi.org/10.1080/08351810903471258
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Published
2017-12-18
Issue
Section
Articles
How to Cite
Filipi, A. (2017). Exploring the recognisability of early story-telling through an interactional lens. Research on Children and Social Interaction, 1(2), 141-163. https://doi.org/10.1558/rcsi.31370
