Haruka Kikuchi
Osaka University, Garduate School of Humanities
About
I am a first-year Ph.D. student from Osaka University, Japan. My research interests include Children's EFL (English as a Foreign Language) Education, and Teacher Talk from conversation analytic point of view. My recent research deals with teacher's classroom management strategies in handling children's problematic participation status, language learning through language play in teachers' and preschoolers' interaction, and interactive picture book reading and children's active participation.Sessions
Synchronous (Onsite) Locally Routinized Categorization for Pretend Play: Microanalysis of Preschoolers’ Interactive Book Reading more
Sat, Apr 29, 16:30-16:55 Asia/Seoul
This study highlights the effective implementation of Interactive Book Reading (IBR) in children’s L2 learning: a well-recognized activity to facilitate children’s active participation and literacy development in L1 contexts (Wasik & Bond, 2001). Using conversation analysis, the study analyzed 391 minutes of video-recordings of actual interaction between a teacher and preschool-aged children at an English immersion afterschool in Japan. The microanalysis details the teacher’s storytelling strategy that routinely categorizes the children as story characters through the use of repetitive utterance rhythm, prompts, and escalated affective stances. The categorization implicitly guides them to perform the appropriate character enactment timely, thereby positioning them as co-storytellers. It demonstrates such enactment is recycled by the children as a means of formulating incipient agentic L2 storytelling. The study argues IBR through pretend play affords young novice L2 learners affectively-charged storytelling practice, thus proposing one alternative approach to IBR to teachers in similar contexts.