Matthew Burdelski
Dados Biográficos
| ID | 731875 |
|---|---|
| NOME | Matthew Burdelski |
| PRENOMES | Matthew |
| SOBRENOME | Burdelski |
| ASSINATURA | BURDELSKI M |
| AFILIAÇÕES | The University of Osaka |
| ORCID | 0000-0002-9939-3638 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAÇÕES | 64 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Environmental noticings on the move
This paper examines how preschool children and teachers engage in environmental noticings of mundane phenomena (e.g., bird, spider web) during group walks outdoors. Drawing on over 100 hours of audiovisual recordings from preschools in Sweden and Japan, it uses multimodal conversation analysis to examine how such noticings are accomplished through talk, gesture, and movement. Rather than treating noticing as an internal cognitive process, we conc…
Interactional and cultural shaping of appetite
Translanguaging in the transitions
This paper explores bilingual peer interaction during classroom activity transitions —defined as unstructured temporal and spatial configurations between scheduled lessons or other activities. Drawing on audiovisual recordings from a first-grade (Grade 1) “English-only” classroom in Japan, the study employs multimodal conversation analysis (CA) to examine how children mobilize two languages (Japanese and English) along with a range of multimodal …
Pragmatic Socialization
Pragmatic socialization is concerned with the process in which children and adult learners come to recognize and use language in interactionally relevant and socioculturally organized ways. This entry introduces pragmatic socialization as a domain of inquiry that encompasses and overlaps with various theoretical orientations and discursive approaches. It then relates ways in which researchers examine pragmatic socialization, which provides an emp…
Interpersonal touch in guided walking
Practices of peer inclusion
This paper explores children’s practices of social inclusion by focusing on their recruitment of peers into play activities. Utilizing data of naturally occurring interaction in Swedish and Japanese preschools, it details four episodes in which children deployed multimodal resources in recruiting peers to begin or join play. The analysis reveals how children can lay the groundwork for recruitments through pre-sequences aimed at securing peer atte…
Pragmatics of crying in adult-child interactions
Crying and crying responses
This paper explores pragmatic socialization by examining episodes of two to three - year-old children’s crying and adults’ responses to this crying in two preschools: Sweden and Japan. Based on approximately 100 hours of naturally occurring interactions, it focuses on crying episodes that emerged within peer conflict, and analyzes ways that teachers structured a triadic framework of mediation. The results show how teachers mediated by using (1) q…
Peer conflict and language socialization in preschool
‘Say can I borrow it’
Multimodal membership categorization and storytelling in a guided tour
This study examines multimodal membership categorization and storytelling in Japanese at an Okinawan culture center in Hawai‘i. Based on audiovisual recordings of a guided tour (112 minutes), it examines ways the guide and visitors use explicit and implicit means in constructing the membership category “immigrants of Okinawan descent in Hawai‘i” and terms of this category, such as “women of the first generation” and “children of the second genera…
Transcription notation
Young children’s multimodal and collaborative tellings in family and preschool interaction
Young children’s multimodal participation in storytelling
In what ways do young children use talk and gesture to participate in conversational storytelling with family members? This paper addresses this question by examining the interactions between Japanese-speaking children (ages one year and ten months to two years and five months) and their parents at the dining table. In focusing on children’s use of talk and gesture in inhabiting the dynamic and shifting roles of ‘recipient’ and ‘speaker’, the ana…
Multimodal Demonstrations of Understanding of Visible, Imagined, and Tactile Objects in Guided Tours
How do people demonstrate that they have fully appreciated the qualities of an object they have been invited to inspect? If the features are visible, verbal assessment is comparatively straightforward, but appreciating tactile or imagined qualities requires more discursive work. To explore the ways in which people show their understanding of these underresearched modalities of objects, we analyze interactions between guides and visitors in guided…
Language Socialization in Japanese
Language Socialization in Japanese
Reported speech as cultural gloss and directive
This paper examines reported speech in Japanese caregiver–child triadic interaction. Based on 132 hours of audiovisual recordings of eight two-year-olds in and around the home and neighborhood, it draws upon language socialization and conversation analytic methods in examining how caregivers use third-party reported speech (e.g., She/he says X) in socializing children how to interpret others’ communicative behavior as
We -focused and I -focused stories of World War II in guided tours at a Japanese American museum
This article examines stories of personal experience of World War II in guided tours at a Japanese American museum and analyzes the positioning practices deployed in constructing identity within the story world and storytelling. In particular, it shows how older Japanese American docents tell we-focused stories in positioning themselves as part of a group of Japanese Americans and family who were relocated and incarcerated during the war, and I-f…
Storytelling in guided tours
This article examines storytelling (narratives) in interaction at a Japanese American museum. The analysis draws upon audiovisual recordings of tours led by older, male Japanese American docents. It examines ways docents tell stories — primarily of vicarious experience — in educating visitors on Japanese-American history, and ways they use a range of verbal and non-verbal communicative practices that invite visitors’ engagement in the telling as …
“I’m sorry, flower”
Apologies have long been considered an important social action in many languages for dealing with frictions of everyday interaction and restoring interpersonal harmony in response to an offense. Although there has been an increasing amount of research on apologies in non-Western languages, little research involves children. Japan is an interesting case in which to examine apologies. In particular, Japan has been called a “culture of apology” in t…
Socializing children to honorifics in Japanese
Socializing children to honorifics in Japanese
Coordination of verbal and non-verbal actions in human-robot interaction at museums and exhibitions
Socializing politeness routines
Socializing politeness routines
She thinks you'rekawaii
Kawaii, an adjective meaning 'cute', 'adorable', and 'lovable', is an important aspect of Japanese material culture and a key affect word used to describe things that are small, delicate, and immature. While "cuteness" has been widely discussed in relation to Japanese society and psychology and the globalization of Japanese culture, there has been little analysis of the wordkawaiiin interaction. This article explores the use ofkawaiiin interactio…
Crying and crying responses
This paper explores pragmatic socialization by examining episodes of two to three - year-old children’s crying and adults’ responses to this crying in two preschools: Sweden and Japan. Based on approximately 100 hours of naturally occurring interactions, it focuses on crying episodes that emerged within peer conflict, and analyzes ways that teachers structured a triadic framework of mediation. The results show how teachers mediated by using (1) q…
Coordination of verbal and non-verbal actions in human-robot interaction at museums and exhibitions
Multimodal Demonstrations of Understanding of Visible, Imagined, and Tactile Objects in Guided Tours
How do people demonstrate that they have fully appreciated the qualities of an object they have been invited to inspect? If the features are visible, verbal assessment is comparatively straightforward, but appreciating tactile or imagined qualities requires more discursive work. To explore the ways in which people show their understanding of these underresearched modalities of objects, we analyze interactions between guides and visitors in guided…
We -focused and I -focused stories of World War II in guided tours at a Japanese American museum
This article examines stories of personal experience of World War II in guided tours at a Japanese American museum and analyzes the positioning practices deployed in constructing identity within the story world and storytelling. In particular, it shows how older Japanese American docents tell we-focused stories in positioning themselves as part of a group of Japanese Americans and family who were relocated and incarcerated during the war, and I-f…
Storytelling in guided tours
This article examines storytelling (narratives) in interaction at a Japanese American museum. The analysis draws upon audiovisual recordings of tours led by older, male Japanese American docents. It examines ways docents tell stories — primarily of vicarious experience — in educating visitors on Japanese-American history, and ways they use a range of verbal and non-verbal communicative practices that invite visitors’ engagement in the telling as …
Socializing children to honorifics in Japanese
Interactional and cultural shaping of appetite
Prior-to-request and request behaviors within elderly day care
Coordination of verbal and non-verbal actions in human-robot interaction at museums and exhibitions
Socializing politeness routines
She thinks you'rekawaii
Kawaii, an adjective meaning 'cute', 'adorable', and 'lovable', is an important aspect of Japanese material culture and a key affect word used to describe things that are small, delicate, and immature. While "cuteness" has been widely discussed in relation to Japanese society and psychology and the globalization of Japanese culture, there has been little analysis of the wordkawaiiin interaction. This article explores the use ofkawaiiin interactio…
“I’m sorry, flower”
Apologies have long been considered an important social action in many languages for dealing with frictions of everyday interaction and restoring interpersonal harmony in response to an offense. Although there has been an increasing amount of research on apologies in non-Western languages, little research involves children. Japan is an interesting case in which to examine apologies. In particular, Japan has been called a “culture of apology” in t…
Socializing children to honorifics in Japanese
Socializing children to honorifics in Japanese
Storytelling in guided tours
This article examines storytelling (narratives) in interaction at a Japanese American museum. The analysis draws upon audiovisual recordings of tours led by older, male Japanese American docents. It examines ways docents tell stories — primarily of vicarious experience — in educating visitors on Japanese-American history, and ways they use a range of verbal and non-verbal communicative practices that invite visitors’ engagement in the telling as …
Reported speech as cultural gloss and directive
This paper examines reported speech in Japanese caregiver–child triadic interaction. Based on 132 hours of audiovisual recordings of eight two-year-olds in and around the home and neighborhood, it draws upon language socialization and conversation analytic methods in examining how caregivers use third-party reported speech (e.g., She/he says X) in socializing children how to interpret others’ communicative behavior as
We -focused and I -focused stories of World War II in guided tours at a Japanese American museum
This article examines stories of personal experience of World War II in guided tours at a Japanese American museum and analyzes the positioning practices deployed in constructing identity within the story world and storytelling. In particular, it shows how older Japanese American docents tell we-focused stories in positioning themselves as part of a group of Japanese Americans and family who were relocated and incarcerated during the war, and I-f…
Language Socialization in Japanese
Language Socialization in Japanese
Multimodal membership categorization and storytelling in a guided tour
This study examines multimodal membership categorization and storytelling in Japanese at an Okinawan culture center in Hawai‘i. Based on audiovisual recordings of a guided tour (112 minutes), it examines ways the guide and visitors use explicit and implicit means in constructing the membership category “immigrants of Okinawan descent in Hawai‘i” and terms of this category, such as “women of the first generation” and “children of the second genera…
Transcription notation
Young children’s multimodal and collaborative tellings in family and preschool interaction
Young children’s multimodal participation in storytelling
In what ways do young children use talk and gesture to participate in conversational storytelling with family members? This paper addresses this question by examining the interactions between Japanese-speaking children (ages one year and ten months to two years and five months) and their parents at the dining table. In focusing on children’s use of talk and gesture in inhabiting the dynamic and shifting roles of ‘recipient’ and ‘speaker’, the ana…
Multimodal Demonstrations of Understanding of Visible, Imagined, and Tactile Objects in Guided Tours
How do people demonstrate that they have fully appreciated the qualities of an object they have been invited to inspect? If the features are visible, verbal assessment is comparatively straightforward, but appreciating tactile or imagined qualities requires more discursive work. To explore the ways in which people show their understanding of these underresearched modalities of objects, we analyze interactions between guides and visitors in guided…
Peer conflict and language socialization in preschool
‘Say can I borrow it’
Pragmatics of crying in adult-child interactions
Crying and crying responses
This paper explores pragmatic socialization by examining episodes of two to three - year-old children’s crying and adults’ responses to this crying in two preschools: Sweden and Japan. Based on approximately 100 hours of naturally occurring interactions, it focuses on crying episodes that emerged within peer conflict, and analyzes ways that teachers structured a triadic framework of mediation. The results show how teachers mediated by using (1) q…
Practices of peer inclusion
This paper explores children’s practices of social inclusion by focusing on their recruitment of peers into play activities. Utilizing data of naturally occurring interaction in Swedish and Japanese preschools, it details four episodes in which children deployed multimodal resources in recruiting peers to begin or join play. The analysis reveals how children can lay the groundwork for recruitments through pre-sequences aimed at securing peer atte…
Interpersonal touch in guided walking
Pragmatic Socialization
Pragmatic socialization is concerned with the process in which children and adult learners come to recognize and use language in interactionally relevant and socioculturally organized ways. This entry introduces pragmatic socialization as a domain of inquiry that encompasses and overlaps with various theoretical orientations and discursive approaches. It then relates ways in which researchers examine pragmatic socialization, which provides an emp…
Interactional and cultural shaping of appetite
Psychology (24 obras) · Language, Discourse, Communication Strategies (18 obras) · Linguistics (12 obras) · Social Psychology (12 obras) · Developmental psychology (11 obras) · Multilingual Education and Policy (11 obras) · Socialization (11 obras) · Sociology (10 obras) · EFL/ESL Teaching and Learning (9 obras) · Computer Science (8 obras)