This article explores the socio-discursive competence of young children in Galician pre-schools. In particular, it deals with the way in which children – aged from 2;10 to 4;05 years – combine embodied actions and verbal resources to co-narrate stories with peers and adults. Using an audiovisual corpus of naturally occurring interactions, we have conducted a qualitative and multimodal analysis, observing how children react to diverse footings and negotiate participation frameworks in multiparty interactions. The findings suggest three progressive stages in the development of socio-discursive competence in which children use different strategies: (a) the stage of interactive proto-narrations, (b) the stage of collaborative narrations and (c) the stage of polyphonic monologue narrations. Our detailed examination reveals (a) a progressive increase in the diversity of the participation frameworks represented by children, as well as in the complexity of the multimodal resources they use, and (b) a rise in children’s grammatical repertoire linked to an improvement in children’s (meta)pragmatic skills.
Álvarez-CáccamoC (1998) From ‘switching code’ to ‘code-switching’: Toward a re-conceptualization of communicative codes. In: AuerP (ed.) Code-Switching in Conversation: Language, Interaction and Identity. London: Routledge, pp. 27–48.
2.
AndersenE (1990) Speaking with Style: The Sociolinguistics Skills of Children. London: Routledge.
3.
AukrustVG (2004) Talk about talk with young children: Pragmatic socialization in two communities in Norway and the US. Journal of Child Language31(1): 177–201.
4.
BermanRSlobinD (1994) Relating Events in Narrative: A Crosslinguistic Developmental Study. Hillsdale, NJ: Lawrence Erlbaum Associates.
5.
BlewittPRumpKMShealySEet al. (2009) Shared book reading: When and how questions affect young children’s word learning. Journal of Educational Psychology101(2): 294–304.
6.
BrizA (2001) El español coloquial en la conversación. Barcelona: Ariel.
7.
BurdelskiM (2010) Socializing politeness routines: Action, other-orientation, and embodiment in a Japanese preschool. Journal of Pragmatics42(6): 1606–1621.
8.
ClancyP (1986) The acquisition of communicative style in Japanese. In: SchieffelinBOchsE (eds) Language Socialization across Cultures. Cambridge: Cambridge University Press, pp. 213–250.
9.
CortésL (1991) Sobre conectores, expletivos y muletillas en español hablado. Málaga: Ágora.
10.
DanisABernardJ-MLeprouxC (2000) Shared picture-book reading: A sequential analysis of adult-child verbal interactions. British Journal of Developmental Psychology18: 369–388.
11.
De LeónL (2012) Language socialization and multiparty participation frameworks. In: DurantiAOchsESchieffelinB (eds) The Handbook of Language Socialization. Oxford: Wiley-Blackwell, pp. 81–111.
12.
DurantiA (1997) Linguistic Anthropology. New York: Cambridge University Press.
13.
EisenbergA (1986) Teasing: Verbal play in two Mexicano homes. In: SchieffelinBOchsE (eds) Language Socialization across Cultures. Cambridge: Cambridge University Press, pp. 182–198.
14.
Ervin-TrippS (1978) Some features of early child–adult dialogues. Language in Society7: 357–373.
15.
Ervin-TrippS (1979) Children’s verbal turn-taking. In: OchsESchieffelinB (eds) Developmental Pragmatics. New York: Academic Press, pp. 391–414.
16.
Ervin-TrippS (1982) Ask and it shall be given you: Children’s request. In ByrnesH (ed.) Georgetown University Round Table on Languages and Linguistics 1982. Washington DC: Georgetown University Press, pp. 235–245.
17.
Ervin-TrippS (1989) Speech acts and syntactic development: Linked or independent? Berkeley science report no. 61. Berkeley, CA: Institute of Cognitive Studies, University of California.
18.
Ervin-TrippSMitchell-KernanC (eds) (1977) Child Discourse. New York: Academic Press.
19.
FantasiaVFasuloACostallAet al. (2014) Changing the game: Exploring infants’ participation in early play routines. Frontiers in Psychology5: 522.
20.
Fernández CasasMXPrego-VázquezG (2004) Protofunciones discursivas de la alternancia lingüística español/gallego en niños de 3–4 años. In: Proceedings of the Second Lisbon Meeting on Language Acquisition, Lisbon, Center of Humanities, University of Lisbon, 1–4 de Junio.
21.
FilipiA (2009) Toddler and Parent Interaction: The Organisation of Gaze, Pointing, and Vocalisation. Amsterdam; Philadelphia, PA: John Benjamins Publishing Company.
22.
Gallardo PaúlsB (1996) Análisis conversacional y pragmática del receptor. Valencia.
23.
Gallardo-PaúlsB (1996) Análisis conversacional y pragmática del receptor. Valencia: Episteme.
24.
GarveyC (1984) Children’s Talk. Cambridge, MA: Harvard University Press.
25.
GoffmanE (1974) Frame Analysis: An Essay on the Organization of Experience. Boston, MA: Northeastern University Press.
GoodwinC (1986) Audience diversity, participation and interpretation. Text6(3): 283–316.
29.
GoodwinC (2000) Action and embodiment within situated human interaction. Journal of Pragmatics32: 1489–1522.
30.
GoodwinC (2003) The body in action. In: CouplandJGwynR (eds) Discourse, the Body, and Identity. New York: Palgrave Macmillan, pp. 19–42.
31.
GoodwinC (2017) Co-operative Action. New York: Cambridge University Press.
32.
GoodwinC (2017) Co-Operative Action. In Co-Operative Action (Learning in Doing: Social, Cognitive and Computational Perspectives, pp. I-Ii). Cambridge: Cambridge University Press.
33.
GoodwinCGoodwinM (2004) Participation. In: DurantiA (ed.) A Companion to Linguistic Anthropology. Malden, MA: Blackwell, pp. 222–244.
34.
GoodwinM (1990) He-Said-She-Said: Talk as Social Organization among Black Children. Bloomington, IN: Indiana University Press.
35.
GoodwinM (2006) The Hidden Life of Girls: Games of Stance, Status, and Exclusion. Oxford: Blackwell.
36.
GoodwinM (2008) The embodiment of friendship, power, and marginalization in a multi-ethnic, multi-class preadolescent U.S. girls’ peer group. Girlhood Studies: An Interdisciplinary Journal1(2): 72–94.
37.
GoodwinMGoodwinC (1987) Children’s arguing. In: PhilipsSSteeleSTanzC (eds) Language, Gender, and Sex in Comparative Perspective. New York: Cambridge University Press, pp. 200–248.
38.
GoodwinMGoodwinC (1992) Context, activity and participation. In: AuerPdi LuzioA (eds) The Contextualization of Language. Amsterdam: John Benjamins Publishing Company, pp. 77–99.
39.
GoodwinMKyratzisA (2007) Participation and embodied action in preadolescent girls’ assessment activity. Research on Language and Social Interaction40(4): 353–375.
40.
GumperzJ (1982) Discourse Strategies. Cambridge: Cambridge University Press.
41.
HeathC (1986) Body Movement and Speech in Medical Interaction. Cambridge: Cambridge University Press.
42.
HeathC (1997) The analysis of activities in face to face interaction using video. In: SilvermanD (ed.) Qualitative Research: Theory, Method and Practice. London: SAGE, pp. 183–200.
43.
HeathC (2004) Analysing face-to-face interaction: Video, the visual and material. In: SilvermanD (ed.) Qualitative Research: Theory, Method and Practice, 2nd edn.London: SAGE, pp. 266–282.
44.
HeathCLuffP (1993) Explicating face-to-face interaction. In: GilbertN (ed.) Researching Social Life. London: SAGE, pp. 306–326.
45.
HickmannM (1982) Metapragmatics in child language. In: MertzEParmentierR (eds) Semiotic Mediation: Sociocultural and Psychological Perspectives. Orlando, FL: Academic Press, pp. 177–201.
46.
HoyleS (1993) Participation frameworks in sportscasting play: Imaginary and literal footings. In: TannenD (ed.) Framing in Discourse. Oxford: Oxford University Press, pp. 114–144.
47.
IedemaR (2003) Putting Schegloff’s principles and practices in context. In: PrevignanoCLThibaultPJ (eds) Discussing Conversation Analysis: The Work of Emanuel A. Schegloff. Amsterdam; Philadelphia, PA: John Benjamins Publishing Company, pp. 65–90.
48.
KeenanEO (1974) Conversational competence in children. Journal of Child Language1: 163–183.
49.
KidwellM (2005) Gaze as social control: How very young children differentiate ‘the look’ from a ‘mere look’ by their adult caregivers. Research on Language and Social Interaction38(4): 417–449.
50.
KidwellMZimmermanDH (2007) Joint attention as action. Journal of Pragmatics39: 592–611.
51.
KyratzisAErvin-TrippS (1999) The development of discourse markers in peer interaction. Journal of Pragmatics31: 1321–1338.
52.
LabovWWaletzkyJ (1968) Narrative analyses. In: LabovW (ed.) A Study of the Non-standard English of Negro and Puerto Rican Speakers in New York City. New York: Columbia University, pp. 286–338.
53.
LernerG (2004) Collaborative turn sequences. In: LernerG (ed.) Conversation Analysis: Studies from the First Generation. Amsterdam: John Benjamins Publishing Company, pp. 225–256.
MacWhinneyB (2000) The CHILDES Project: Tools for Analyzing Talk, 3rd edn.Mahwah, NJ: Lawrence Erlbaum Associates.
56.
MehanH (1979) Learning Lessons. Cambridge, MA: Harvard University Press.
57.
MillerP (1986) Teasing as language socialization and verbal play in a white working class community. In: SchieffelinBOchsE (eds) Language Socialization across Cultures. Cambridge: Cambridge University Press, pp. 199–212.
58.
MondadaL (2007) Commentary: Transcript variations and the indexicality of transcribing practices. Discourse Studies9(6): 809–821.
59.
MondadaL (2009) The embodied and negotiated production of assessments in instructed actions. Research on Language and Social Interaction42(4): 329–361.
60.
MurilloEBelinchónM (2013) Patrones comunicativos multimodales en la transición a las primeras palabras: cambios en la coordinación de gestos y vocalizaciones. Infancia y Aprendizaje: Journal for the Study of Education and Development36(4): 473–487.
61.
NewmanS (1996) Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quartely11(4): 495–513.
62.
NicolopoulouA (2002) Peer-group culture and narrative development. In: Blum-KulkaSSnowC (eds) Talking to Adults: The Contribution to Multiparty Discourse to Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 117–152.
63.
OchsE (1986) Introduction. In: SchieffelinBOchsE (eds) Language Socialization across Cultures. Cambridge: Cambridge University Press, pp. 1–13.
64.
OchsE (2002) Becoming a speaker of culture. In: KramschC (ed.) Language Acquisition and Language Socialization: Ecological Perspectives. London: Continuum, pp. 99–120.
65.
OchsESchieffelinB (1979) Developmental Pragmatics. New York: Academic Press.
OchsESchieffelinB (1984) Language socialization: Three developmental stories. In: ShwederRALeVineRA (eds) Culture Theory: Essays on Mind, Self, and Emotion. Cambridge: Cambridge University Press, pp. 276–320.
68.
OchsESchieffelinB (1995) The impact of language socialization. In: FletcherPMacWhinneyB (eds) The Handbook of Child Language. Oxford: Blackwell, pp. 73–94.
69.
OwensR (2012) Language Development: An Introduction, 8th edn.Boston, MA: Allyn & Bacon.
70.
ÓzyürekA (1996) How children talk about a conversation. Journal of Child Language23(3): 693–714.
71.
Prego-VázquezG (2004) Narraciones de niños de tres y cuatro años: un puente entre la gramática y la pragmática. In: VeyratMGallardoB (eds) Estudios de Lingüística Clínica: Aspectos Evolutivos. Valencia: Universitat de València; AVaLCC, pp. 99–126.
72.
Prego-VázquezG (2005) Recursos gramaticales y dinámicas interaccionales. La protofunción discursiva ‘Cita’ en el habla infantil. In: VeyratMSerraE (eds.) Lingüística Clínica IV: Problemas de eficacia comunicativa. Descripción, detección, rehabilitación. Valencia: Universitat de València; AVaLCC, pp. 139–159.
73.
SacksH (1992) Lectures on Conversation, vols 1 and 2. Oxford: Blackwell.
74.
SacksHSchegloffEJeffersonG (1974) A simplest systematics for the organization of turn-taking for conversation. Language50: 696–735.
75.
Saville-TroikeM (2003) The Ethnography of Communication, 3rd edn.Oxford: Blackwell.
76.
SchieffelinB (1986) Teasing and shaming in Kaluli children’s interaction. In: SchieffelinBOchsE (eds) Language Socialization across Cultures. Cambridge: Cambridge University Press, pp. 165–181.
77.
SchieffelinBOchsE (eds) (1986) Language Socialization across Cultures. Cambridge: Cambridge University Press.
78.
SchieffelinBOchsE (1996) The microgenesis of competence: Methodology in language socialization. In: SlobinDGerhardtJKyratzisAet al (eds) Social Interaction, Social Context, and Language: Essays in Honor of Susan Ervin-Tripp. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 251–263.
79.
SerraMSerratESoletRet al. (2000) La adquisición del lenguaje. Barcelona: Ariel.
StreeckJ (1983) Social Order in Child Communication. Amsterdam: John Benjamins Publishing Company.
82.
StreeckJ (2002) A body and its gestures. Gestures2(1): 19–44.
83.
StreeckJ (2009) Gesturecraft: The Manu-facture of Meaning. Amsterdam: John Benjamins Publishing Company.
84.
Telles RibeiroBHoyleS (2000) Frame analysis. In: VerschuerenJÖstmanJBlommaertJet al (eds) Handbook of Pragmatics. Amsterdam; Philadelphia, PA: John Benjamins Publishing Company, pp. 1–20.
85.
TulbertEGoodwinM (2011) Choreographies of attention: Multimodality in a routine family activity. In: StreeckJGoodwinCLeBaronC (eds) Embodied Interaction: Language and Body in the Material World. Cambridge: Cambridge University Press, pp. 79–92.
86.
YngveV (1970) On getting a word in edgewise. In: Chicago Linguistics Society 6th Regional Meeting, Chicago, IL, pp. 567–578. Chicago, IL: Chicago Linguistic Society.
87.
YngveV (1970) On getting a word in edgewise. In Papers from 6th regional meeting of the Chicago Linguistics Society, April 16-18, BinnickRobert I (ed.), Chicago, IL, pp. 567–578. Chicago, IL: Chicago Linguistic Society.
