Children's peer interactions in the classroom: A review of literature, an empirical illustration, and some implications for teacher’s practice
DOI:
https://doi.org/10.7346/-fei-XX-03-22_19Palabras clave:
peer group, peer tutoring, classroom, social interaction, Teachers' professional knowledgeResumen
The paper explores the risks and opportunities of classroom peer interactions on the basis of previous literature and of data from video-ethnographic research in two primary Italian schools. As regards the former, the article reviews previous academic literature, arguing that several studies on peer group work neglected the process of children’s mutual engagement. Conversely, other studies managed to offer a thorough description of the practices that might develop in the peer group, highlighting how peer interactions (a) entail significant opportunities for children’s learning and development, but (b) are also a locus where children might exclude other classmates. This recognition is further demonstrated through an empirical illustration based on data collected during the ethnographic research. Setting out from this appraisal of previous literature and empirical data, the article outlines the pedagogical relevance of peer interactions in the classroom and delineates its implications for teachers’ professional practice.
Citas
Abed, T.B. (2019). The implementation of jigsaw as a cooperative learning strategy to improve Birzeit University EFL students’ reading comprehension. Ricerche di Pedagogia e Didattica, 14(3), 269–304. https://doi.org/10.6092/issn.1970-2221/9430
Agosti, A. (2006). Gruppo di lavoro e lavoro di gruppo. Aspetti pedagogici e didattici. Milano: FrancoAngeli.
Allen, V. L. (1976). Children as teachers: Theory and research on tutoring. New York: Academic Press.
Blum-Kulka, S. & Gorbatt, N. (2014). “Say princess”: The challenges and affordances of young Hebrew L2 novices’ interaction with their peers. In A. Cekaite, S. Blum-Kulka, V. Grøver, & E. Teubal (Eds.), Children’s peer talk: Learning from each other, (pp. 169–193). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139084536.013
Blum-Kulka, S., Huck-Taglicht, D. & Avni, H. (2004). The Social and Discursive Spectrum of Peer Talk. Discourse Studies 6(3), 307–28. https://doi.org/10.1177/1461445604044291
Carrasco, R. L., Vera, A., & Cazden, C. B. (1981). Aspects of bilingual students' communicative competence in the classroom: A case study. In R. Duran (Ed.), Latino language and communicative behavior. Discourse processes: advances in research and theory. Norwood, NJ: Ablex Publishing.
Cazden, C. (1979). “You all gonna hafta listen”: peer teaching in a primary classroom. In W.A. Collins (Ed.), Children's language and communication. Hillsdale, NJ: Lawrence Erlbaum.
Cekaite A., & Björk-Willén, P. (2012). Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use. International Journal of Bilingualism, 17(2SI), 174–188. https://doi.org/10.1177/1367006912441417
Cekaite, A. & Evaldsson, A. C. (2017). Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers. Multilingua, 36(4), 451–475. https://doi.org/10.1515/multi-2016-0020
Cobb-Moore, C., Danby, S., & Farrell, A. (2009). Young children as rule makers. Journal of Pragmatics, 41, 1477–1492. https://doi.org/10.1016/j.pragma.2007.04.013
Comoglio, M. & Cardoso, M. (1996). Insegnare e apprendere in gruppo: il cooperative learning. Roma: Editrice LAS.
Cook-Gumperz, J. Corsaro, W. & Streeck, J. (Eds.). (1986). Children’s Worlds and Children’s Language. Berlin: Mouton de Gruyter.
Corsaro, W. (1985). Friendship and Peer Culture in the Early Years. Norwood, NJ: Ablex Publishing.
Corsaro, W. (1992). Interpretive Reproduction in Children's Peer Cultures. Social Psychology Quarterly, 55(2), 160–177. https://doi.org/10.2307/2786944
Daniels, H., Cole, M. & Wertsch, J. (Eds.). (2007). The Cambridge Companion to Vygotsky. Cambridge: Cambridge UP. https://doi.org/10.1017/CCOL0521831040
Ehrlich, S., Blum-Kulka, S. (2010). Peer talk as a ‘double opportunity space’: The case of argumentative discourse. Discourse & Society, 21(2), pp. 211–233. https://doi.org/10.1177/0957926509353847
Ervin-Tripp, S. & Mitchell-Kernan, C. (1977). Child Discourse. New York: Academic Press.
Evaldsson A. C., & Cekaite, A. (2010). ‘Schwedis’ he can’t even say Swedish” – subverting and reproducing institutionalized norms for language use in multilingual peer groups. Pragmatics, 20(4), 587–604. https://doi.org/10.1075/prag.20.4.05eva
Fabbri, M. (1996). La competenza pedagogica. Il lavoro educativo fra paradosso e intenzionalità. Bologna: CLUEB.
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19: 1–23. https://doi.org/10.1093/applin/19.1.1
Galeano, G., & Fasulo, A. (2009). Sequenze direttive tra genitori e figli. [Directive sequences between parents and children]. In S. Giorgi & C. Pontecorvo (Eds.), Culture familiari tra pratiche quotidiane e rappresentazioni. Etnografia e ricerca qualitativa (pp. 261–278). Bologna: Il Mulino.
Garcia-Sanchez, I. (2014). Language and Muslim Immigrant Childhoods. The Politics of Belonging. Malden, MA: Blackwell.
Garvey, C., & Berninger, G. (1981). Timing and turn taking in children’s conversations. Discourse Processes, 4(1), 27–57. https://doi.org/10.1080/01638538109544505
Goodwin, M. H. (2006). The hidden life of girls: Games of stance, status, and exclusion. Malden: Blackwell.
Johnson, D. W., & Johnson, R. T. (1975). Learning together and alone. Englewood Cliffs, NJ: Prentice-Hall.
Koschmann, T. (2013). Conversation analysis and learning in interaction. In C. Chapelle (Ed.), The encylopedia of applied linguistics. Oxford: Blackwell.
Kyratzis, A. (2004). Talk and interaction among children and the co-construction of peer groups and peer culture. Annual Review of Anthropology, 33, 625–649. Retrieved September 30, 2022, from https://www.jstor.org/stable/25064867
Kyratzis, A., & Goodwin, M. H. (2017). Language Socialization in Children’s Peer and Sibling-Kin Group Interactions. In P. Duff & S. May (Eds.), Language Socialization, (pp. 123–138). New York: Springer. https://doi.org/10.1007/978-3-319-02327-4_10-1
Kyratzis, A., & Johnson S. J. (Eds.) (2017). Multimodal and Multilingual Resources in Children’s Framing of Situated Learning Activities. Linguistics and Education, 41(S), 1–62. https://doi.org/10.1016/j.linged.2017.07.002
Lamberti, S. (2010). Cooperative Learning. Lineamenti Introduttivi. Verona: Quiedit.
Maller, J. B. (1929). Cooperation and competition. New York: Teachers College.
Margutti, P. (2010). On Designedly Incomplete Utterances: What Counts as Learning for Teachers and Students in Primary Classroom Interaction. Research on Language and Social Interaction, 43(4), 315–345. https://doi.org/10.1080/08351813.2010.497629
Maybin, J. (2014). Evaluation in pre-teenagers’ informal language practices around texts from popular culture. In A. Cekaite, S. Blum-Kulka, V. Grøver, & E. Teubal (Eds.), Children’s peer talk: Learning from each other, (pp. 107–126). Cambridge: Cambridge University Press.
Maynard, D. (2006). Ethnography and Conversation Analysis: What is the Context of an Utterance?. In S. Hesse-Biber & P. Leavy (Eds.), Emergent Methods in Social Research (pp. 55–94). Thousand Oaks, CA: Sage.
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Harvard UP.
Melander, H. (2012). Transformations of knowledge within a peer group. Knowing and learning in interaction. Learning, Culture and Social Interaction, 1(3–4), 232–248. https://doi.org/10.1016/j.lcsi.2012.09.003
Mökkönen, A. C. (2012). Social organization through teacher-talk: Subteaching, socialization and the normative use of language in a multilingual primary class. Linguistics and Education, 23(3), 310–322. https://doi.org/10.1016/j.linged.2012.06.001
Nasi, N. (2022a). Classroom norms as resources: Deontic rule formulations and children's local enactment of authority in the peer group. Linguistics and Education, 69, 101059. https://doi.org/10.1016/j.linged.2022.101059
Nasi, N. (2022b). Practices of inclusion/exclusion in and through classroom dialogue: Children’s peer socialization to institutional norms of literacy and language use. Language and Dialogue, 12(2), 306–331. https://doi.org/10.1075/ld.00127.nas
Nasi, N. (forthcoming). Children’s peer conflict in culturally and linguistically heterogeneous schools: a pedagogical perspective on its risks and opportunities. Civitas Educationis.
Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1(2), 117–175. Retrieved September 30, 2022, from https://www.jstor.org/stable/3233567
Pallotti, G. (2001). External appropriations as a strategy for participating in multi-party intercultural conversations. In S. Guenthner, F. Orletti (Eds.), Culture in Communication. Amsterdam: Benjamin.
Pontecorvo, C., Ajello, A., & Zucchermaglio, C. (1991). Discutendo si impara. Interazione e conoscenza a scuola. Roma: Carrocci.
Portera, A. (2020). Manuale di Pedagogia Interculturale. Bari: Laterza.
Rampton, B. (1999). Dichotomies, difference and ritual in second language learning and teaching. Applied Linguistics, 20(3), 316–340. https://doi.org/10.1093/applin/20.3.316
Serbati, A., & Grion, V. (2019). IMPROVe: sixresearch-based principles to realise peer assessment in educational contexts. Form@re, 19(3), 89–105. https://doi.org/10.13128/form-7707
Sharan, S. (1980). Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations. Review of Educational Research, 50(2), 241–271. https://doi.org/10.3102/00346543050002241
Slavin, R. (1980). Cooperative Learning. Review of Educational Research Summer, 50(2), 315–342. https://doi.org/10.3102/00346543050002315
Topping, K. J., & Ehly, S. (Eds.). (1998). Peer-assisted learning. Mahwah, NJ: Lawrence Erlbaum.
Walsh, S. (2011). Exploring Classroom Discourse. Language in Action. Abington: Routledge.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Nicola Nasi
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Formazione & insegnamento se distribuye bajo la licencia Atribución 4.0 Internacional (CC BY 4.0).
Para más detalles, por favor refiérase a nuestra Política de Repositorio y Archivo, así como a nuestros Términos de Derechos de Autor y Licencia.
