31.2612, TOC: Research on Children and Social Interaction 4 / 1 (2020)

[The LINGUIST List]

LINGUIST List: Vol-31-2612. Wed Aug 19 2020. ISSN: 1069 - 4875.

Subject: 31.2612, TOC:  Research on Children and Social Interaction 4 / 1 (2020)

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Date: Wed, 19 Aug 2020 11:58:55
From: Janet Joyce [jjoyce at equinoxpub.com]
Subject: Research on Children and Social Interaction Vol. 4, No. 1 (2020)

 
Publisher:	Equinox Publishing Ltd
			http://www.equinoxpub.com/ 
			
Journal Title:  Research on Children and Social Interaction 
Volume Number:  4 
Issue Number:  1 
Issue Date:  2020 


Subtitle:  Special Issue: Explaining and arguing: The role of co-construction and multimodality   


Main Text:  

Research on Children and Social Interaction
 
Issue 4.1 (2020)

Special Issue: Explaining and arguing: The role of co-construction and
multimodality

Guest Editors: Vivien Heller, Martin Luginbühl and Birte Arendt
Pages 1-6

Table of Contents

Editorial
Becoming skilled at explaining and arguing: The role of co-construction and
multimodality
(https://journals.equinoxpub.com/RCSI/article/view/40916)
Vivien Heller , Martin Luginbühl , Birte Arendt
Pages 7-27

Articles: Special Issue: Becoming Skilled
Interactional and multimodal resources in children's game explanations
(https://journals.equinoxpub.com/RCSI/article/view/39499)
Friederike Kern
Pages 28-50

Establishing joint imagined spaces in game explanations. Differences in the
use of embodied resources among primary school children
(https://journals.equinoxpub.com/RCSI/article/view/39435)
Noelle Kinalzik , Vivien Heller
Pages 28-50

On the role of voice and prosody in argumentation among pre-school children
(https://journals.equinoxpub.com/RCSI/article/view/39394)
Ines Bose , Kati Hannken-Illjes
Pages 51-72

Literacy-related features in repetitions: Using the example of argumentative
events of German- and Hebrew-speaking pre-schoolers
(https://journals.equinoxpub.com/RCSI/article/view/39372)
Birte Arendt , Sara Zadunaisky Ehrlich
Pages 73-92

>From flat propositions to deep co-constructed and modalized argumentations:
Oral argumentative skills among elementary school children from grades 2 to 6
(https://journals.equinoxpub.com/RCSI/article/view/39402)
Judith Kreuz , Martin Luginbühl
Pages 93-114

Learning to modalize is learning to reason: On the role of epistemic
modalizations in parent–child-talk and in written argumentation of secondary
school students
(https://journals.equinoxpub.com/RCSI/article/view/39479)
Miriam Morek
Pages 115-141

Transcription notation
(https://journals.equinoxpub.com/RCSI/article/view/41154)
Pages 142-143
 



Linguistic Field(s): Pragmatics



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