Paths to participation in classroom conversations

Linguistics and Education

Volumn 14, Issue 1, 2003, Pages 69-98

  Poveda, David ^a  

^a UNIVERSITY OF CASTILLA LA MANCHA   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038374257     PISSN: 08985898     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0898-5898(03)00007-X     Document Type: Article

References (29)

1. Bauman, R. (1986). Story, performance and event. Cambridge: Cambridge University Press.
2. Briggs, C. (1996). Introduction. In C. Briggs (Ed.), Disorderly discourse: Narrative, conflict and inequality (pp. 3-40). Oxford: Oxford University Press.
3. Chandler, J., Argyris, D., Barnes, W., Goodman, I., & Snow, C. (1986). Parents and teachers: Observations of low income parents and children in a homework-like task. In B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 171-187). Norwood: Ablex.
4. Cinta, M., & de Gispert, I. (1994). Joint activity and curriculum content in the context of classroom assemblies: A case study of negotiation. In N. Mercer & C. Coll (Eds.), Teaching, learning and interaction (pp. 141-152). Madrid: Fundación Infancia y Aprendizaje.
5. Collins, J. (1987). Using cohesion analysis to understand access to knowledge. In D. Bloome (Ed.), Literacy and schooling (pp. 67-97). Norwood: Ablex.
6. Collins, J. (1996). Socialization to text: Structure and contradiction in schooled literacy. In M. Silverstein & G. Urban (Eds.), Natural histories of discourse (pp. 203-228). Chicago: University of Chicago Press.
7. Corsaro, W. (1997). The sociology of childhood. Thousand Oaks: Pine Forge Press.
8. Erickson, F. (1996). Going for the zone: The social and cognitive ecology of teacher-student interaction in classroom conversations. In D. Hicks (Ed.), Discourse, learning and schooling (pp. 29-62). Cambridge: Cambridge University Press.
9. Evans M. Discourse characteristics of reticent children Applied Psycholinguistics 8 1987 171-184
10. Gee J. The narrativization of experience in the oral style Journal of Education 171 (1) 1989 75-96
11. Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among black children. Bloomington: Indiana University Press.
12. Guthrie L. Hall W. Continuity/discontinuity in the function and use of language Review of Research in Education 10 1983 55-77
13. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
14. Hemphill, L., & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In D. Olson & N. Torrance (Eds.), The handbook of education and human development (pp. 173-213). Oxford: Blackwell.
15. Hirsh-Pasek K. Treiman R. Schneiderman M. Brown and Hanlon revisited: Mothers' sensitivity to ungrammatical forms Journal of Child Language 11 1984 81-88
16. a parte (Language a cultural trait, 2nd part) Nosotros los Gitanos (We the Gypsies) 8 1999 3-9
17. Kantor R. Green J. Bradley M. Li L. The construction of schooled discourse: An interactional sociolinguistic perspective on learning to talk in preschool Linguistics and Education 4 1992 131-172
18. Labov, W. (1972). Language in the inner city. Philadelphia: University of Pennsylvania Press.
19. Méndez L. Lacasa P. El aula de una escuela de educación infantil: ?'qué buscamos y qué hay en ella? (A preschool classroom: What are we looking for and what is in it?) Cultura y Educación (Culture and Education) 8 1997 73-88
20. Michaels S. "Sharing time": Children's narrative styles and differential access to literacy Language in Society 10 1981 423-442
21. Michaels, S. (1991). The dismantling of narrative. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 303-351). Hillsdale: Erlbaum.
22. Minami M. McCabe A. Haiku as a discourse regulation device: A stanza analysis of Japanese children's personal narratives Language in Society 20 1991 577-599
23. Nozaki Y. Essentializing dilemma and multicultural pedagogy: An ethnographic study of Japanese children in a U.S. school Anthropology and Education Quarterly 31 (3) 2000 355-380
24. Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child's narrative. New York: Plenum Press.
25. Poveda D. La ronda in a Spanish kindergarten classroom with a cross-cultural comparison to sharing time in the U.S.A Anthropology and Education Quarterly 323 2001a 301-325
26. Poveda, D. (2001b). Estructura e identidad en las narraciones escolares de un niño gitano (Structure and identity in the school narratives of a Gypsy boy). Sincronía (spring). (http://fuentes.csh.udg.mx/cucsh/sincronia).
27. Règer, Z. (1999, July). A preliminary typology of genres in the oral culture of children living in a traditional gypsy community. Paper presented at the International Association for the Study of Child Language-Seventh International Congress, San Sebastián.
28. Shultz J. Florio S. Stop and freeze: The negotiation of social and physical space in a kindergarten/first grade classroom Anthropology and Education Quarterly 10 (3) 1979 166-181
29. Vásquez, A., & Martínez, I. (1996). La socialización en la escuela: Una perspectiva etnográfica (Socialization in school: An ethnographic perspective). Barcelona: Paidós.