Copresence in authoring conversations

Dados Bibliográficos

ID21722296
AutoresFaythe Beauchemin (0000-0001-6985-5400, Department of Curriculum and Instruction, University of Arkansas, Fayetteville, AR, USA, autor correspondente)
Ano2024
Volume24
Fascículo2
Páginas276-297
Data de publicação2024-06-01
Open AccessSim
TipoARTICLE
PeriódicoJournal of Early Childhood Literacy (JOURNAL)
Identificadores do periódicoISSN: 1468-7984 • E-ISSN: 1741-2919
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/14687984211070194
OpenAlexW4221017052
IdiomaEN
Citações recebidas3
Referências citadas25

Taking a languaging perspective, this paper considers how kindergarten students and their teacher are relationally and intellectually responsive to one another in authoring conversations by constructing a sense of copresence. Copresence is defined by Goffman (1966) as being “uniquely accessible, available, and subject to one another” (p. 22). In this paper, I make Goffman’s construct visible by showing how students and their teacher discursively align with each other. Microethnographic discourse analyses of sharing time events in writing workshop reveal that copresence is performed as playfulness, empathy, and disagreement. Implications include using the construct of copresence to assess the relation between the performance of authoring and the social life of the classroom as well as drawing upon the dialogic, improvisational nature of copresence as a point of pedagogical leverage

Dialogic · Discourse analysis · Interpersonal communication · Linguistics · Pedagogy · Sociology · Computer Science · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Multilingual Education and Policy · Psychology · Social Psychology

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