Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis

Contents
Contributors
Introduction
1 Storytelling Practices: Methods and Insights from Conversation Analysis and Their Applications
1.1 The Centrality of Storytelling to Human Interaction: Traditions and Approaches
1.2 Methods of Conversation Analysis
1.3 Findings on Storytelling Using Perspectives from CA
1.3.1 Storytelling as an Interactional Achievement
1.3.2 Storytelling as an Interactional Resource for Accomplishing Everyday and Institutional Matters
1.4 Conversation Analysis, Learning, Education and Their Applications
1.5 Scope and Organisation of the Volume
References
Storytelling Practices Part I: Children with Family
2 Storytelling Practices with Children in the Home: Section Introduction
2.1 Background to the Studies
2.2 The Contributions in This Section
References
3 The Shape of Child-Initiated Pretend Play in Interactions with a Parent at Ages 15 Months and 3
3.1 Introduction
3.2 Background
3.2.1 Storytelling in Early Childhood and Their Purposes
3.2.2 Pretend Play
3.3 Data and Method
3.3.1 Analytical Methods
3.4 Analysis and Discussion
3.4.1 Pretend Play at 15 Months
3.4.2 Pretend Play at Age 3
3.5 Discussion
3.6 Conclusion and Recommendations
References
4 Participating in Storytelling at Ages 3 and 8
4.1 Introduction
4.2 Background: CA and Children’s Storytelling
4.3 Data and Method
4.4 Analysis
4.4.1 First Position Telling
4.4.2 Second Position Telling
4.4.3 Co-telling
4.5 Discussion
4.6 Conclusion and Recommendations
Appendix: Transcription Symbols
References
5 The Stories We Tell: Stories Within Family Mealtimes
5.1 Introduction
5.2 Data and Method
5.2.1 Setting and Participants
5.2.2 Ethical Consent
5.2.3 Data Collection
5.2.4 Analytic Method
5.3 Analysis
5.4 Discussion
5.5 Conclusion and Recommendations
References
Storytelling Practices Part II: School Aged Children and Youth with Adults and Peers
6 Storytelling Practices of Preschool, Primary and Secondary School Children and Youth with Adults and Peers: Section Introduction
6.1 Background to the Studies
6.2 The Contributions in This Section
References
7 Enduring Storytelling Dispositions in Early Childhood Education
7.1 Introduction: The Importance of Children Telling Stories
7.1.1 Dispositions and Storytelling
7.1.2 An Enduring Interest in Storytelling
7.2 Data and Method
7.2.1 Ethical Consent
7.2.2 Participants
7.2.3 Data Collection
7.2.4 Analytical Approach
7.3 Analysis
7.4 Discussion
7.5 Conclusion and Recommendations
References
8 Making Culture Visible: Telling Small Stories in Busy Classrooms
8.1 Introduction
8.1.1 Culture In Action
8.1.2 Talk in Early Childhood Education
8.1.3 Telling and Storytelling in Conversation Analysis
8.1.4 Small Stories
8.2 Data and Method
8.2.1 Setting
8.2.2 Participants
8.2.3 Ethical Consent
8.2.4 Research Design
8.2.5 Data Collection
8.2.6 Data Selection
8.2.7 Analytic Method
8.3 Analysis
8.3.1 Three Telling Examples
8.3.2 Telling About My Country
8.3.3 Telling About Where We Live
8.3.4 Telling About My Mum
8.4 Discussion
8.5 Conclusion and Recommendation
Appendix: Transcription Notations
References
9 The Collaborative Emergence of Storytelling in an After-School Foreign Language Primary Classroom
9.1 Introduction
9.2 Literature Review
9.2.1 Storytelling in the Classroom
9.2.2 Storytelling Practices and Second Language Learner Development
9.2.3 Managing Interactional Routines
9.3 Data and Method
9.3.1 Data
9.3.2 Data Collection
9.3.3 Procedure
9.4 Analysis
9.4.1 Responding in the L1 at the Age of 6
9.4.2 A Brief Telling in the L2 at Age 7
9.4.3 Producing Longer Turns in the L2 at Age 8
9.5 Conclusion and Recommendations
References
10 Telling in a Test: Storytelling and Task Accomplishment in L2 Oral Proficiency Assessment
10.1 Introduction
10.2 Storytelling and Educational Interaction
10.2.1 Tellings and L2 Interactional Competence
10.3 Speaking Tasks and Their Accomplishment in L2 Oral Proficiency Tests
10.4 The Study
10.4.1 The National English Speaking Test
10.4.2 Data and Participants
10.4.3 Analytic Approach
10.5 Telling in a Test: An Examination of Tellings Across Task Types
10.5.1 Tellings in Warm-Up Tasks: Hypothetical Stories in Doing Description
10.5.2 Tellings as Second Stories for Task Accomplishment
10.5.3 Tellings in Topic Discussion Tasks: Volunteering Stories in Support of Claims
10.5.4 Tellings in Topic Discussion Tasks: Collaborative Storytelling
10.5.5 Tellings in Topic Discussion Tasks: Resisting Invitations to Tell
10.6 Conclusions and Implications
10.7 Some Other Recommendations
References
11 Story Appreciation in Conversations-For-Learning: Stories and Gestalt-Contextures
11.1 Introduction
11.2 Gestalt-Contextures
11.3 Storytelling and Conversation Analysis (CA)
11.3.1 Appreciation of Stories as Interactional Achievements
11.3.2 Multilingual Storytelling Practices
11.4 Data and Method
11.4.1 Data Corpus
11.4.2 Research Ethics
11.5 Analysis
11.5.1 Topic Organisation and Membership Categorisation
11.5.2 Building Up Story Appreciation Point
11.6 Discussion
11.7 Conclusion and Recommendations
References
12 Invoking Personal Experience and Membership Categories: Syrian Students’ Tellings in Focus Groups
12.1 Introduction
12.2 Storytelling and Membership Categorisation in Social Interaction
12.2.1 Storytelling
12.2.2 Identity Construction and Membership Categorisation
12.3 Data and Method
12.4 Tellings as Accounts: Invoking Personal Experience to Substantiate Claims
12.4.1 The Value of Children’s Opinions
12.4.2 The Problem of Being Seen as Refugee
12.4.3 The Wish to Bee Seen as an Individual
12.5 Summary
12.6 Conclusion and Recommendations
Appendix
Minimal Transcript
References
Storytelling Practices Part III: Practices in Higher Education
13 Storytelling Practices in Higher Education: Section Introduction
13.1 Background to the Studies
13.2 The Contributions in This Section
References
14 Exiting a Storytelling Sequence in Persian Language Classrooms
14.1 Introduction
14.1.1 Story Closings and Response Sequence
14.1.2 Activity Transitions
14.2 Data and Method
14.2.1 Data
14.2.2 Analytical Approach
14.3 Analysis
14.3.1 Historical Stories
14.3.2 Everyday Life Stories
14.4 Discussion
14.5 Conclusion and Recommendations
Appendix
References
15 ‘I Remember When I Was in Spain’: Student-Teacher Storytelling in Online Collaborative Task Accomplishment
15.1 Introduction
15.1.1 Research in (Online) Language Teacher Education
15.1.2 CA Research on Storytelling
15.2 Data and Method
15.2.1 The Data
15.3 Analysis
15.3.1 Storytelling to Build Accountability and Social Affinity
15.3.2 Storytelling to Deflect Unfeasible Feedback
15.3.3 Storytelling to Display ‘Knowing’ About CLIL Teaching Contexts
15.4 Conclusion and Recommendations
References
16 Giving Advice Through Telling Hypothetical Stories in Doctoral Supervision Meetings
16.1 Introduction
16.1.1 Advice-Giving in Doctoral Supervision
16.1.2 Doctoral Students’ Knowledge Identity and CA Perspectives on Identity
16.1.3 CA Research on Advice-Giving and Managing Advice Resistance
16.2 Data and Method
16.3 Analysis
16.3.1 Avoiding Direct Criticism
16.3.2 Exiting Disagreement
16.3.3 Pre-empting Disagreement
16.4 Conclusion and Recommendation
References
Storytelling Practices Part IV: Speakers of Different Languages
17 Storytelling Practices in the Home Between Speakers of Different Languages: Section Introduction
17.1 Background to the Studies
17.2 The Contributions in This Section
References
18 Dealing with Disaligned and Misaligned Recipiency: Storytelling in Homestay Contexts
18.1 Introduction
18.2 Recipiency Within Storytelling
18.3 Data and Method
18.4 Analysis
18.4.1 Disaligning as a Tease
18.4.2 Misaligned Recipiency
18.4.3 Aligning as a Story Recipient Versus Withholding Alignment
18.4.4 Pre-empting Reference Problems in Storytelling
18.4.5 Designing the Upshot of a Narrative for Two Different Recipients
18.5 Conclusion and Recommendations
18.5.1 Recipient Alignment in Homestay Contexts
18.5.2 Recommendations for Practice
Appendix
Transcription conventions
References
19 “He’s not Aussie Aussie”: Membership Categorisation in Storytelling Among Family Members and Peers
19.1 Introduction
19.2 Membership Categorisation Analysis
19.3 Data and Methods
19.4 Analysis Overview: Category Terms of “Nationality” and “Race/Ethnicity” in Storytelling
19.4.1 Describing and Referring to Others
19.4.2 Bringing Up Contrastive Categories
19.4.3 Constructing Category-Bound Predicates
19.4.4 Engaging in Repair of Membership Categories
19.5 Conclusion and Recommendations
Appendix
References
20 Finding Action in Grammar: Two Cases from Storytelling in Multilingual Interaction
20.1 Introduction
20.2 Background: Storytelling and Grammar
20.3 Data and Method
20.4 Analysis
20.4.1 Storytelling 1: What Did You Name Him?
20.4.2 Storytelling 2: What Is Baby’s Name?
20.5 Discussion
20.6 Conclusion and Recommendations
References
Conclusion
21 Considerations for Parenting, Education and L2 Speakers
21.1 Uncovering Storytelling Practices Using Conversation Analysis (CA)
21.2 Advancing the Practice of Storytelling
21.2.1 The Importance of Story Structure for Storytelling Practices
21.2.2 The Importance of Scaffolding Through Participation Frameworks and Responsiveness for Storytelling Practices
21.2.3 The Importance of Multimodal Resources for the Continuation and Development of Storying
21.2.4 The Importance of Storytelling for Interactional and Intercultural Competence
21.3 Recommendations for Parenting, Educating and Interacting
References
Appendix Transcription Notations