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This article investigates young second language learners’ participation in explanatory discourse during peer play in preschools. Twenty-seven 5-year-old Turkish-speaking children in Norwegian preschools were studied in peer play. Characteristics of conversational moves and of various...
How do very young children use talk to create relationship? Are there associations between the quality of children’s relationships and their language use? Do children’s pragmatic abilities relate to other language competencies? This qualitative study addresses these questions using...
This study analyzed 328 single- and group-authored stories composed by nine 4-year-olds in a mixed-age preschool class participating in a peer-oriented storytelling and story-acting practice. Group-authored stories (33 percent) were overwhelmingly told by same-gender groups. The frequencies,...
Repetition is often associated with traditional teaching drills. However, it has been documented how repetitions are exploited by learners themselves (Duff, 2000). In a study of immersion classroom conversations, it was found that playful recyclings were recurrent features of young learners’...
Research on children interacting with each other encompasses a wide variety of specific research interest, including but not limited to a focus on language. In this introduction to an issue of Discourse Studies devoted to the contribution of peer talk to pragmatic development, we define ‘peer...
The study aims to lay the groundwork for systematically investigating children’s peer discourse at different age levels with a view to delimiting the role of peer talk for pragmatic development. An interdisciplinary stance to the study of children’s peer talk is argued for, considering it...
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