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Children’s Peer Cultures in Dialogue: Participation, hierarchy, and social identity in diverse schools
Nicola Nasi
[Dialogue Studies 34] 2024
► pp. 201–202

Index

A

  • access 49, 95, 149
  • accumulative organization 43, 49–51, 160
  • adult-child social worlds 53–55, 87, 128
  • affordances 40, 145
  • agency 41–43, 53–58
  • assessment 27–28, 39–41, 60–61, 71, 146
  • authoritative discourse94
  • autonomy 136–137, 163
  • arguing 60, 115, 128–129

B

  • Bakhtin, Mikhail 65, 73, 94, 145
  • Bateson, Gregory14
  • belonging 26, 48–51, 160–163
  • Bourdieu, Pierre 36, 42–44
  • Blum-Kulka, Shoshana 26, 61–63, 114–115

C

  • child language brokering37
  • childhood, construct of 53–54, 57, 71–72, 161
  • conversation analysis 10–12, 28–31
  • classroom interaction 28–31
  • cognitive development 33, 59–60, 151
  • communicative project19
  • community of practice 22–23
  • cooperative learning163
  • correction 62–63, 83–85, 147–148, 162
  • Corsaro, William 53–54, 69–70
  • culture 22–23
    • peer 58–61

D

  • declaratives 35, 97, 100
  • deictics 38–39, 79
  • deontics 113–114, 98, 157
  • designedly incomplete utterances 80–81
  • diachrony 9–12, 50, 71, 160
  • dialogue, definition of 14–15
  • digital life-worlds58
  • discourse, broader/societal 15, 49–51, 159
  • directive 63–64, 84–85, 88–89, 93, 100, 107–108, 118
  • diversity 21–22, 48–51
    • dialogic construction of 25–28
  • Duranti, Alessandro 11, 16, 140

E

  • education, formal and informal24
  • epistemics 63, 97–98, 113
  • ethnography 10–11
    • of communication33
  • eliciting 78–80, 130
  • entextualization 73–74, 105, 143
  • everyday life 13–14, 58, 139–140
  • evaluation 30–31, 39–41, 102–104, 136
  • exclusion 49–51, 69–72, 94–95, 113, 127–130

F

  • family interaction 53, 56, 141
  • Finland47
  • format tying 18, 118, 145
  • formulation 91–93, 105, 153
    • reformulation 76, 79–80, 120–121, 127, 134
  • Foucault, Michel97

G

  • gaze 81, 91–92, 118, 134, 143
  • Garfinkel, Harold 15, 19, 140
  • gender 23, 60, 68
  • genre 76, 141
  • gesture 38–39, 78–79, 85, 104
  • Giddens, Anthony 41–43, 96
  • Goffman, Erving 49, 73–74, 139
  • Goodwin, Charles 32, 37, 155
  • Goodwin, Marjorie 19, 60, 111, 141
  • gossip 60–61, 71

H

  • habitus43
  • heteroglossia 65–67
  • honorifics 45–46, 70, 102
  • humor 143, 147–148, 153
  • Husserl, Edmund16
  • Hymes, Dell 33, 36, 139

I

  • ideology 35, 44–45, 55–56
    • language 45, 66
  • identity 44–46, 48, 64
  • improvisation 139–140
  • inclusion 49–51, 69–72, 127–130
  • indexicality 34–35
  • Ingold, Tim 13, 34, 139
  • institutional interaction 28–31
  • insult 59, 71, 140
  • IRE format 30, 83
  • Italy 19, 26, 37, 55, 61, 78, 81, 84, 87, 90, 102, 106, 110, 116, 120, 124, 131, 142, 144, 146

L

  • Labov, William 59, 139–141
  • learning environment 63, 77, 162
  • Levinson, Stephen 11, 13–15
  • language socialization 33–34, 41–43
  • language games 19, 156
  • life-world 34, 59
  • Linell, Per 14–19, 33, 139
  • literacy82

M

  • materiality 102–103, 159
  • marginalization 25–28, 49–51, 160–161
  • mediation123
  • Mehan, Hugh 30, 92
  • membership categorization 44, 68, 109–112, 119–121
  • metalinguistic awareness 59, 86, 151
  • metapragmatic awareness 59, 86, 151
  • monolingualism 43, 65–67, 77
  • multimodality 35, 37–39, 143–145
  • micro-macro link 41–42, 50–51, 96–97
  • morality 86–89, 113, 131
  • multilingualism 39, 45–46, 65–69, 152–153
  • multiparty interaction 71, 113–114, 129–130, 152

N

  • narratives 51, 71, 76, 160–161
  • non-linearity 40–41, 51, 114
  • norms 73–74
    • semantic 77–78
    • pragmatic 80–81
    • social and moral 86–87
  • normativity 31, 88–89, 162

O

  • Ochs, Elinor 33–35

P

  • participation 34, 40, 49–50, 69–72, 115
    • framework 49, 68, 90–91, 114
  • performance 39, 68, 140, 145–146, 151
  • phenomenology 13, 16–17
  • polyphony 24, 73–74
  • Pontecorvo, Clotilde 60, 115, 138
  • power 48, 67, 96–99
  • play, pretend 50, 59, 99, 141
    • verbal 59, 141
  • preschool 45–46, 68, 70, 83, 99–100
  • primary school 25, 26, 37, 47, 55, 62, 66, 70, 78, 81, 84, 87–88, 90, 102, 106, 109, 117, 120, 124, 131, 142, 144, 146, 152

Q

  • question 24, 29–30, 98
    • successive 78–79
    • rhetorical 89, 118, 148

R

  • Rampton, Ben 68, 141, 149
  • reading 82–84
  • reference 55–56, 70, 103–104, 118
    • term 78–80
  • register102
  • repetition 62–63, 70, 93, 140–141, 150–151
  • reported speech 102, 109–111, 124–126
  • resistance 42–44, 46–47, 87–88, 90–92, 106–108, 117–119
  • reproach 55–56, 66, 90–91, 109–111, 131–134
  • reproduction 43, 57, 137, 140
    • interpretative 53, 141
  • request 78–79, 81, 99
  • Rogoff, Barbara 32–34, 41–43

S

  • Sacks, Harvey 10–11, 44, 112
  • Schieffelin, Bambi 33–34
  • school culture 74–75
  • Schütz, Alfred 13, 16
  • second language 30–31, 46–47, 128, 151–154
  • secondary adjustments 42, 54
  • secondary school 46, 70, 75
  • semiotic systems 13–15
  • social interaction 9–10, 14–15
  • Spain25
  • stance 35, 48, 97–98
  • standardization 43, 65
  • status 48, 97–99
  • storytelling 60–61, 143
  • structure 31, 41–43, 67
  • style 68, 141, 149
  • subteaching 74–75
  • subversive compliance 55, 74, 87, 131
  • supervision 136–137, 163
  • swearwords 59, 71, 140
  • Sweden 40, 66, 75, 152

T

  • teacher 25–26, 29–31, 74–75, 84–85, 130
  • Thailand 45–46
  • third-person reference 49, 91, 107, 130
  • translanguaging67
  • turn design 30, 97

U

  • USA 83, 99–100

V

  • ventriloquism102
  • vicious circle 39–41
  • Vygotsky, Lev 33, 53, 61, 139

W

  • Wittgenstein, Ludwig 19, 34
  • writing 84–86, 104