Observing Spontaneous Speech in Preschool Settings
LaCiE talk with Rachele Oggionni, Università di Pavia.
Rachele Oggionni, University of Pavia, is currently a visiting PhD student in our department and she will give us an insight into her research project. Erling Strudsholm will introduce Rachele Oggionni.
Research on children's speech has long attracted interest across multiple disciplines – not only within linguistics, but also in fields such as psychology (Bloom 1970; Karmiloff & Karmiloff-Smith 2001; Pontecorvo 2004), sociology, pedagogy (Bruner 1983; Rivoltella 2003), and anthropology (Duranti 1992, 2007; Ochs 2006). In the school context, observing young children as they interact with both adults and peers offers a privileged lens on the early processes of socialization through which they gradually become competent members of society. Central to this process is language. But what does it mean today to be communicatively competent? What abilities must an individual develop to communicate effectively? Is the Italian school system truly committed to supporting linguistic education by equipping students with the tools they need to participate meaningfully in society beyond the school walls? Researchers who aspire to answer such questions through direct observation are faced with a range of ethical and methodological challenges. Addressing these challenges requires not only theoretical awareness and methodological rigor, but also sensitivity and empathy, qualities essential to observing how children actively participate in the co-construction of meaning within social interaction (Ochs & Schieffelin 1986: 165).
Balboni, P. E. (2022). Thesaurus di Linguistica Educativa: guida, testi, video. Fondazione Università Ca’Foscari, Venezia. https://doi. org/10.30687/978-88-6969-607-7
Cameron, D. (2001). Working with spoken discourse.
Eckert, Penelope. (2000). Language variation as social practice. Oxford and Malden: Blackwell Publishers
Fatigante, M. (2006). Teoria e pratica della trascrizione in analisi conversazionale. na.
Hymes, D. (1972). On communicative competence. sociolinguistics, 269293, 269-293.
Iannàccaro, G. (2000). Per una semantica più puntuale del concetto di dato linguistico: un tentativo di sistematizzazione epistemologica. Quaderni di semantica. GIUGNO (N. 1), 2000, 1000-1029.
MacWhinney, B., & Bates, E. (1978). Sentential devices for conveying givenness and newness: A cross-cultural developmental study. Journal of verbal learning and verbal behavior, 17(5), 539-558.
Ochs, E. (1979). Transcription as theory. Developmental pragmatics, 10 (1), 43-72.
Ochs, E., & Schieffelin, B. B. (2016). Acquiring conversational competence. Routledge.
Pontecorvo, C. (2004). Una prospettiva conversazionale all'apprendimento e alla socializzazione in famiglia ea scuola. Rivista di psicolinguistica applicata: IV, 2/3, 2004, 1000-1009.
Schieffelin, B. B., & Ochs, E. (1986). Language socialization. Annual review of anthropology, 15, 163-191.
Tagliamonte, S. A. (2006). Analysing sociolinguistic variation. Cambridge University Press.