summary, refs on peer interaction & language

[sli324 at merle.it.northwestern.edu]

Dear Colleagues,
To add to the summary:

McGregor, K. K. (2000). The development and enhancement of narrative skills in
a preschool classroom: Towards a solution to clinician-client mismatch.
American Journal of Speech-Language Pathology, 9, 55-71.

Thanks for your attention,
Li Sheng
Doctoral Student
Communication Sciences and Disorders
Northwestern University

Diane Pesco <dpesco2 at po-box.mcgill.ca> writes on Thu, 31 Oct 2002 12:57:15
-0500:
> Following are references gathered in response to my request for “studies
> that involve analysis of the contributions of children aged 3-7 to the
> language development (particularly L1) of their peers”.  The list is a
> mixed bag: peer contributions to narrative, expression/socialization of
> gender through language, the communicative behaviours of peer “models”…
> Few of the articles directly address peer interaction as a context for
> or source of grammatical or lexical acquisition, with the exception of
> some earlier work discussed and cited in Ervin-Tripp (see below).  Thank
> you to those who responded and even sent off their work to me.  Much
> appreciated.
>
> Bryant, J. B., (2001).  Language in social contexts: Communicative
> competence in the preschool years.  In J. B. Gleason (Ed)., The
> development of language (5th ed) (pp. 213-253). Needham Heights, MA:
> Allyn & Bacon.
>
> Hirvonen, T. (1988). Children's foreigner talk: Peer talk in play
> context. In S. M. Gass & C. G. Madden (Eds.), Input in Second Language
> Acquisition. Rowley, MA:  Newbury House.
>
> Küntay, A. & Senay, ?. (in press).  Narratives beget narratives: Rounds
> of stories in Turkish preschool conversations. Journal of Pragmatics.
>
> Nicolopoulou, A. (2002). Peer-group culture and narrative development.
> In S. Blum-Kulka & C.E. Snow (Eds.), Talking to adults: The contribution
> of multiparty discourse to language acquisition. Mahwah, NJ: Lawrence
> Erlbaum Associates.
>
> Pershey, M. G. & Visoky, A. M. (2002). Characteristics of Effective Peer
> Models in an Integrated Preschool Setting. Proceedings of Head Start's
> Sixth National Research Conference. (Forthcoming, March 2003).
>
> Sheldon, A. (1996). You Can Be the Baby Brother but You Aren't Born Yet:
> Preschool Girls' Negotiation for Power and Access in Pretend Play.
> Research on Language & Social Interaction, 29(1), 57-80.
>
> and a few others I’m aware of ...
>
> Ervin-Tripp, S. (1991). Play in language development. In B. Scales, M.
> Almy, A. Nicolopoulou, & S. Ervin-Tripp (Eds.), Play and the social
> context of development in early care and education (pp. 84-97).  NY:
> Teachers College Press.
>
> Kyratzis, A., Marx, T., Wade, E.R. (2001). Preschoolers' communicative
> competence: Register shift in the marking of power in different contexts
> of friendship group talk. First Language, 21(63, Pt 3), 387-431.
>
> Preece, A. (1992). Collaborators and critics: The nature and effects of
> peer interaction on children's conversational narratives. Journal of
> Narrative & Life History, 2(3), 277-292. (journal now called Narrative
> Inquiry)
>
> Preece, A. (1987). The range of narrative forms conversationally
> produced by young children. Journal of Child Language, 14(2) Jun
> 353-373.
>
> Umiker-Sebeok, D. Jean. (1979). Preschool children's intraconversational
> narratives. Journal of Child Language, 6(1), 91-109. Cambridge Univ
> Press, US.
>
> For those who might be interested in older children, we reported on the
> contributions of 10-13 y.o. to their peers’ narratives of personal
> experience (L1 Algonquin, L2 English speakers):
>
> Pesco, D. & Crago, M. (1996). "We went home, told the whole story to our
> friends": Narratives by children in an Algonquin community. Journal of
> Narrative & Life History, 6(4) 1996, 293-321.
>
>
> --
> Diane Pesco
> Doctoral candidate
> McGill University
> Communication Sciences and Disorders
>
> email dpesco2 at po-box.mcgill.ca
> phone 514-398-4102
> fax 514-398-8123
>