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Family interactions between the child and his or her family are a preferred moment to build linguistic structures based on "interactive routines" (Bruner, 1983). Our study concerns shared reading between the parent and child in an upper-middle class family. This oral reading activity is re...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Association Française de Recherche sur les Livres et les Objets Culturels de l’Enfance (AFRELOCE)
2019-09-01
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| Series: | Strenae |
| Subjects: | |
| Online Access: | https://journals.openedition.org/strenae/3914 |
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| Summary: | Family interactions between the child and his or her family are a preferred moment to build linguistic structures based on "interactive routines" (Bruner, 1983). Our study concerns shared reading between the parent and child in an upper-middle class family. This oral reading activity is recurrent in our data.We analyzed joint reading activities and their role in the child's language building in a longitudinal corpus of dyadic interactions between Anaé (Paris Corpus) and her mother. Our study confirms that during the joint reading activity, the book became a tool through which the interaction unfolded and branched out: by relying on reading the book’s text, with all the lexicon and actions it mobilizes, the parent introduces new vocabulary and constructs a narrative while relying on the child's experience. The child, for his or her part, appropriates these language practices and moves from active reception to co-construction and then to autonomous construction of narrative behaviors and linguistic markers (specific tenses and connectors). Ritualized interactive situations through shared reading are therefore particularly conducive to developing the ability to decentralize and evoke both the non-present (narrative) and the non-real (fiction) by appropriating specialized linguistic tools. |
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| ISSN: | 2109-9081 |