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19 results

Learning through Language
  • Learning through Language
  • Towards an Educationally Informed Theory of Language Learning
  • Edited by Vibeke Grøver, Paola Uccelli, Meredith Rowe, Elena Lieven
  • Published online: 04 May 2019
  • Print publication: 09 May 2019
  • View description
    Learning language and using language to learn is at the core of any educational activity. Bringing together a globally representative team of experts, this volume presents an innovative and empirically robust collection of studies that examine the role of language in education, with a particular emphasis on features of school-relevant language in middle childhood and adolescents, and its precursors in early childhood. It addresses issues such as how children's linguistic and literacy experiences at home prepare them for school, how the classroom functions as a language-mediated learning environment, and how schools can support language minority students in academic attainment. Set in three parts - Early Childhood, Middle Childhood and Adolescence and Learning in Multilingual Contexts - each part features a discussion from experts in the field to stimulate conversation and further routes for research. Its structure will make it useful for anyone interested in ongoing efforts towards building a pedagogically relevant theory of language learning.
  • Emerging temporality: past tense and temporal/aspectual markers in Spanish-speaking children's intra-conversational narratives*
  • PAOLA UCCELLI
  • Journal: Journal of Child Language / Volume 36 / Issue 5 / November 2009
  • Published online by Cambridge University Press: 19 February 2009, pp. 929-966
  • View abstract

    This study describes how young Spanish-speaking children become gradually more adept at encoding temporality using grammar and discourse skills in intra-conversational narratives. The research involved parallel case studies of two Spanish-speaking children followed longitudinally from ages two to three. Type/token frequencies of verb tense, temporal/aspectual markers and narrative components were analyzed to explore interrelationships among grammatical and discourse skills. Children progressed from scattered unsystematic means of encoding temporality to mastering a basic linguistic system that included devices to mark location of events, temporal relations and aspectual meanings. The consolidation of perfective past tense to express narrative events marked a crucial developmental point which preceded an explosion of additional verb tenses and temporal markers. The value of spontaneous language data, and the need to study grammar and discourse simultaneously to construct a comprehensive developmental picture are highlighted. Results are discussed in relation to theoretical proposals on the development of temporality.

  • 8 - Beyond Chronicity: Evaluation and Temporality in Spanish-Speaking Children's Personal Narratives
  • Edited by Allyssa McCabe, University of Massachusetts, Lowell, Alison L. Bailey, University of California, Los Angeles, Gigliana Melzi, New York University
  • Book: Spanish-Language Narration and Literacy
  • Published online: 05 June 2012
  • Print publication: 25 August 2008, pp 175-212
  • View extract

    Summary

    Key Words: narrative, language development, Andean, Spanish-speaking children, temporality, evaluation

    ABSTRACT

    This chapter focuses on Spanish-speaking children's evaluation and temporality in the construction of personal narratives. The study analyzes 32 personal narratives produced by 8 Andean Spanish-speaking children from the Andean city of Cusco in Peru. All children were monolingual speakers of the Andean Spanish variety and came from lower-middle-class families. Half the children were preschoolers (4;9 to 5;5 years) and the other half were first-graders (6;6 to 7;8 years). Both age groups were balanced in terms of gender. Children were interviewed and tape-recorded by the author using the Conversational Map of Narratives of Real Experiences (McCabe & Rollins, 1994) as the elicitation procedure. Narratives were transcribed using CHAT conventions (MacWhinney, 2000) and were subsequently coded for narrative components (Peterson & McCabe, 1983) and temporal organization (Genette, 1980). Results indicated that contrary to the sequentiality and single-story structure reported as characteristic of U.S. European American English-speaking children, these Andean Spanish-speaking children's narratives present a distinctive feature labeled herein as structural evaluation. Structural evaluation takes two forms, either (1) a functional deviation from the timeline of real events; or (2) a chain of independent stories connected within the boundaries of a single narrative. These young narrators used these strategies to evaluate a specific point in the narrative, consequently affecting both the temporal organization of events and the episodic complexity of the narratives.