Linda Thompson - Children talking: the development of pragmatic competence
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Children talking: the development of pragmatic competence
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Children Talking : The Development of Pragmatic Competence
author
:
Thompson, Linda
publisher
:
Multilingual Matters
isbn10 | asin
:
185359394X
print isbn13
:
9781853593949
ebook isbn13
:
9780585125961
language
:
English
subject
Language acquisition, Sociolinguistics, Pragmatics.
publication date
:
1997
lcc
:
P118.C468 1997eb
ddc
:
401/.93
subject
:
Language acquisition, Sociolinguistics, Pragmatics.
Page i
Children Talking
The Development of Pragmatic Competence
Edited by Linda Thompson
MULTILINGUAL MATTERS LTD Clevedon Philadelphia Toronto Sydney Johannesburg
Page ii
Library of Congress Cataloging in Publication Data
Children Talking: The Development of Pragmatic Competence Edited by Linda Thompson Revisions of papers presented at a seminar hosted by the University of Durham School of Education in March 1996 Includes bibliographical references 1. Language acquisition. 2. Sociolinguistics. 3. Pragmatics. I. Thompson, Linda P118.C468 1997
401'.93dc21 97-6560
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library.
ISBN 1-85359-394-X (hbk)
Multilingual Matters Ltd
UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 7SJ. USA: 1900 Frost Road, Suite 101, Bristol, PA 19007, USA. Canada: OISE, 712 Gordon Baker Road, Toronto, Ontario, Canada M2H 3R7. Australia: P.O. Box 586, Artamon, NSW 2064, Australia. South Africa: PO Box 1080, Northcliffe 2115, Johannesburg, South Africa.
Copyright 1997 Linda Thompson and the authors of individual articles.
This book is also available as Vol. 3, No. 1 of Current Issues in Language and Society.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
Printed and bound in Great Britain by Short Run Press Ltd, Exeter.
Page iii
Contents
Editorial Linda Thompson
1
The Development of Pragmatic Competence: Past Findings and Future Directions for Research Linda Thompson
3
Who Do You Think You Are?': Four Children's Sociolinguistic Strategies in the Negotiation of Self Alison Sealey
22
Story Voices: The Use of Reported Speech in 10-12-year-olds' Spontaneous Narratives Janet Maybin
36
Discourse Context and the Development of Metaphor in Children Lynne Cameron
49
Children Constructing Dramatic Contexts Peter Millward
65
Metaphor, Play and Drama: The Role of the Symbolic in the Development of Sociolinguistic Competence Zazie Todd
82
The Development of Sociolinguistic Strategies: Implications for Children with Speech and Language Impairments Amanda Hampshire
91
Debate
95
Page 1
Editorial
Linda Thompson School of Education, University of Durham, Leazes Road, Durham DH 1 1TA
In March 1996 the University of Durham, School of Education hosted a two day seminar on Child Language. Four researchers, Lynne Cameron from the University of Leeds, my colleague Peter Millward from the University of Durham, Janet Maybin from the Open University and Alison Sealey from Warwick were all invited to present papers on their current research into language development in the middle years of childhood. The unifying theme of these papers is that they all focus on the social dimension of children's talk. This is a particularly appropriate theme for a journal devoted to Current Issues in Language & Society because it develops a theme that has become an established interest amongst social scientists, namely, the links between social structures and individual action. Anthony Giddens for example, describes it as structuration.
The seminar was attended by a group of some twenty individuals, who all shared an interest in the theme. Drawn from a variety of disciplines including sociology, theology, linguistics and psychology the group comprised teachers, teacher trainers as well as speech therapists and others who work with children in a professional capacity. This variety of views, interests and backgrounds made for lively discussions and exchange of ideas. We hope that some of that vitality has been captured in the papers presented in this volume.
The contributions from Alison Sealey, Janet Maybin, Lynne Cameron and Peter Millward are all based on the papers presented at the seminar, although, in all cases there has been revision and refinement of the originals. The volume begins with my own paper on 'The Development of Pragmatic Competence' in children. I hope that this paper will provide an overview to previous work in the field. It is intended as a framework for understanding the subsequent papers and discussions. I hope that it will provide those who are new to the study of children's sociolinguistic competence with an introduction to the field. The aim was to provide an accessible and succinct overview to the main work already undertaken. I would like to think that it may whet the intellectual appetite of those who are new to this field of study.
Alison Sealey's paper 'Who Do You Think You Are?' presents data from four children aged 8 and 9 years. She uses their casual conversations with their friends and family to explore the ways in which they negotiate social identities. She suggests three connected dimensions of identity: the individual self; the immediately situated social actor and the person who functions within a context of wider social relations. Janet Maybin develops the links between individual's utterances and social contexts in her paper, 'Story Voices'. She presents a Labovian analysis of children's spontaneous narratives to demonstrate the links that 10-12-year-olds make with stories and conversations from previous contexts to make their meanings.
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