Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-26T22:03:46.706Z Has data issue: false hasContentIssue false

21 - Families

from Part III - Interaction and Inclusion

Published online by Cambridge University Press:  16 June 2022

By
Akira Takada
Edited by
Amelia Church  and
Amanda Bateman
Amelia Church
Affiliation:
University of Melbourne
Amanda Bateman
Affiliation:
Swansea University
Get access

Summary

The distinct style of human communication develops gradually during a child’s life course. Researchers have reported that caregivers often try to involve young children in culturally and historically developed interaction patterns. Together with colleagues, I conducted a longitudinal study of Japanese caregiver (mainly parents and siblings) – child (0 to 5 years old) interactions naturally occurring at home, focusing on the developmental transition whereby children’s responses become behavioural patterns that meet caregivers’ expectations. The topics of study included managing attention in child pointing and the caregiver’s response, generating morality while caregivers issue directives (i.e. making their children do something), and caregivers’ strategies for eliciting storytelling from toddlers. Based on these findings, I argue that family interactions provide the foundation for children’s language socialization. Moreover, I explore possible ways that caregivers and nursery or preschool teachers can establish a link between family life and educational settings for children in their care. The recommended practices are summarized as (1) caregivers should communicate to teachers about their child’s recent behavioural accomplishments (e.g. pointing); (2) caregivers and teachers should share a list of directives they have used and the child’s responses to them, and so on.

Keywords

language socializationpointingdirectivestorytelling
Type
Chapter
Information
Talking with Children
A Handbook of Interaction in Early Childhood Education
 , pp. 426 - 444
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Babylab, Kyoto University. (2020). Available from: https://babylab.educ.kyoto-u.ac.jp [in Japanese; last accessed 10 February 2022].Google Scholar
Brown, P., and Levinson, S. C. (1987). Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press.Google Scholar
Bruner, J. (1983). Child’s Talk: Learning to Use Language. Oxford: Oxford University Press.Google Scholar
Burdelski, M. J. (2006). Language Socialization of Two-year Old Children in Kansai, Japan: The Family and Beyond. Ph.D. Thesis. Los Angeles: University of California.Google Scholar
Clancy, P. (1986). The acquisition of communicative style in Japanese. In Schieffelin, B. B. and Ochs, E. (eds.), Language Socialization across Cultures (pp. 213–250). Cambridge: Cambridge University Press.Google Scholar
Cultural formation of responsibility in caregiver–child interactions. (2020). Available from: www.cci.jambo.africa.kyoto-u.ac.jp/cr/en/index.html [last accessed 10 February 2022].Google Scholar
Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.). (2012). The Handbook of Language Socialization. Malden, MA: Wiley-Blackwell.Google Scholar
Endo, T., and Takada, A. (2019). Child pointing and caregiver’s response in family collaborative activities. In Yasui, E., Sugiura, H., and Takanashi, K. (eds.), Pointing in Interaction (pp. 161–189). Tokyo: Hitsujishobo (in Japanese).Google Scholar
Ervin-Tripp, S. (1976). Is sybil there? The structure of some American English directives. Language in Society, 5(1), 25–66.Google Scholar
Falsgraf, C., and Majors, D. (1995). Implicit culture in Japanese immersion discourse. Journal of the Association of Teachers of Japanese, 29(2), 1–21.Google Scholar
Filipi, A. (2017). The emergence of story-telling. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction: Studies in Conversation Analysis (pp. 279–295). Singapore: Springer.Google Scholar
Franco, F., and Butterworth, G. (1996). Pointing and social awareness: declaring and requesting in the second year. Journal of Infant Language, 23, 307–336.Google ScholarPubMed
Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Goffman, E. (1967). Interaction Ritual: Essays on Face Behavior. New York, NY: Pantheon Books.Google Scholar
Goffman, E. (1981). Forms of Talk. Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489–1522.Google Scholar
Goodwin, C. (2007). Environmentally coupled gestures. In Duncan, S. D., Cassel, J., and Levy, E. T. (eds.), Gesture and the Dynamic Dimension of Language (pp. 195–212). Amsterdam/Philadelphia, PA: John Benjamins.Google Scholar
Goodwin, M. H. (2006). The Hidden Life of Girls: Games of Stance, Status, and Exclusion. Malden, MA: Blackwell.Google Scholar
Grice, H. P. (1975). Logic and conversation. In Cole, P. and Morgan, J. (eds.), Syntax and Semantics (vol. 3, pp. 41–58). New York, NY: Academic Press.Google Scholar
Grice, H. P. (1978). Further notes on logic and conversation. In Cole, P. (ed.), Syntax and Semantics (vol. 9, pp. 113–127). New York, NY: Academic Press.Google Scholar
Grünloh, T., & Liszkowski, U. (2015). Prelinguistic vocalizations distinguish pointing acts. Journal of Child Language, 42(6), 1312–1336.CrossRefGoogle ScholarPubMed
Hasegawa, Y. (2006). The Hole of the Navel. Kobe: BL Press.Google Scholar
Hayashi, M. (2003). Joint Utterance Construction in Japanese Conversation. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Hyme, D. (1964). Introduction: toward ethnographies of communication. American Anthropologist, 66(6), 1–34.CrossRefGoogle Scholar
Johnson, S. J. (2017). Multimodality and footing in peer correction in reading picture books. Linguistics and Education, 41, 20–34.CrossRefGoogle Scholar
Kidwell, M. (2005). Gaze as social control: how very young children differentiate ‘the look’ from a ‘mere look’ by their adult caregivers. Research on Language and Social Interaction, 38(4), 417–449.Google Scholar
Liszkowski, U., Brown, P., Callaghan, T., Takada, A., and de Vos, C. (2012). A prelinguistic gestural universal of human communication. Cognitive Science, 36, 698–713.Google Scholar
Mandelbaum, J. (2013). Storytelling in conversation. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis (pp. 492–510). Chichester: Blackwell.Google Scholar
Mizuno, K. (2000). Significance and Limitations of the Concept of Causation: For the Reconstruction of Tort Retribution. Tokyo: Yuhikaku Publishing (in Japanese).Google Scholar
Mondada, L. (2007). Multimodal resources for turn-taking: pointing and the emergence of possible next speakers. Discourse Studies, 9(2), 194–225.Google Scholar
Morita, E. (2005). Negotiation of Contingent Talk: The Japanese Interactional Particles Ne and Sa. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Ochs, E. (1988). Culture and Language Development: Language Acquisition and Language Socialization in a Samoan Village. Cambridge: Cambridge University Press.Google Scholar
Ochs, E., and Capps, L. (2001). Living Narrative: Creating Lives in Everyday Storytelling. Cambridge, MA: Harvard University Press.Google Scholar
Ochs, E., and Schieffelin, B. B. (2012). The theory of language socialization. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.), The Handbook of Language Socialization (pp. 1–21). Malden, MA: Wiley-Blackwell.Google Scholar
Ochs, E., Solomon, O., and Sterponi, L. (2005). Limitations and transformations of habitus in child-directed communication. Discourse Studies, 7(4–5), 547–583.Google Scholar
Ohba, T. (2005). What Is Responsibility’? Tokyo: Kodansha (in Japanese).Google Scholar
Pizziconi, B., and Kizu, M. (eds.). (2009). Japanese Modality: Exploring its Scope and Interpretation. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Povinelli, D. J., Bering, J. M., and Giambrone, S. (2003). Chimpanzees’ ‘pointing’: another error of the argument by analogy? In Kita, S. (ed.), Pointing: Where Language, Culture, and Cognition Meet (pp. 35–68). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Reese, E. (1995). Predicting children’s literacy from mother-child conversations. Cognitive Development, 10(3), 381–405.CrossRefGoogle Scholar
Schegloff, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis (vol. 1). Cambridge: Cambridge University Press.Google Scholar
Schieffelin, B. B. (1990). The Give and Take of Everyday Life: Language Socialization of Kaluli Children. Cambridge: Cambridge University Press.Google Scholar
Sidnell, J., and Stivers, T. (eds.). (2013). The Handbook of Conversation Analysis. Chichester: Blackwell.Google Scholar
Stivers, T. (2013). Sequence organization. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis (pp. 191–209). Chichester: Blackwell.Google Scholar
Takada, A. (2012). Pre-verbal infant-caregiver interaction. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.), The Handbook of Language Socialization (pp. 56–80). Chichester: Blackwell.Google Scholar
Takada, A. (2013). Generating morality in directive sequences: distinctive strategies for developing communicative competence in Japanese caregiver-child interactions. Language & Communication, 33, 420–438.CrossRefGoogle Scholar
Takada, A. (forthcoming). Language socialization and cultural formation of ‘responsibility’ in Japan. In Cook, H. and Takada, A. (eds.), Language Socialization in Japanese. Tokyo: Hitsuji Shobo.Google Scholar
Takada, A., and Kawashima, M. (2016). Relating with an unborn baby: expectant mothers socializing their toddlers in Japanese families. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction: Studies in Conversation Analysis (pp. 211–229). Singapore: Springer.Google Scholar
Takada, A., and Kawashima, M. (2019). Caregivers’ strategies for eliciting storytelling from toddlers in Japanese caregiver-child picture-book reading activities. Research on Children and Social Interaction, 3(1–2), 196–223.Google Scholar
Takada, A., Shimada, Y., and Kawashima, M. (eds.). (2016). Conversation Analysis on Child Rearing: How Does ‘Responsibility’ of Adults and Children Grow? Kyoto: Showado (in Japanese).Google Scholar
Tomasello, M. (1999). The Cultural Origins of Human Cognition. Cambridge, MA: Harvard University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×