Children’s involvement in interpreter-mediated parent–teacher conferences
Bibliographic Data
| ID | 12183172 |
|---|---|
| Authors | Federica Ceccoli (0000-0002-2775-9020, University of Bologna, corresponding author) |
| Year | 2024 |
| Volume | 33 |
| Issue | 3 |
| Pages | 580-595 |
| Publication date | 2024-02-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 0907-676X • E-ISSN: 1747-6623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0907676x.2023.2297838 |
| OpenAlex | W4392783450 |
| Language | EN |
| References cited | 36 |
This paper examines a corpus of audio-recorded, interpreter-mediated, Parent–Teacher Conferences (PTCs) with migrant families and children in primary schools in the provinces of Modena and Reggio-Emilia, Italy. The aim is to investigate how verbal communication develops when children are present during these meetings, namely whether and how children are involved and/or invited to speak, and how the other parties orient themselves to children’s participation. The analysis will focus on (a) the interactional moves that enable and trigger children’s participation, (b) children’s reactions after being involved in the interaction, and (c) the adults’ reactions to children’s participation. The results will show that children’s verbal participation during PTCs is very limited and is not actively promoted by the other participants. On the few occasions when children do take the floor, it is because they are invited to speak by the mediators. However, on these few occasions, the interactional strategies used by the mediators to trigger children’s participation are not effective enough to promote the full exercise of children’s agency
Interpreter · Linguistics · Mathematics education · Pedagogy · Programming language · Computer Science · Interpreting and Communication in Healthcare · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Philosophy · Psychology
Glossary of transcript symbols with an introduction
Talk at work
Representations of Integration, Cultural Differences and the Intercultural in Questionnaires Collected with Professionals and Parents
Studying Hybrid Identities in Schools
Being a “Good Parent” in Parent-Teacher Conferences
Individualized Educational Plan (IEP) Meetings and Mexican American Parents
Involvement of Portuguese-Speaking Parents in the Education of Their Special-Needs Children
Deontic Authority in Interaction
Accounting for achievement in parent-teacher interviews
Dismay and Disappointment
School-Family Relations In Context
The Terms of Agreement
Criticizing another's child
Closing down openings
Dialogue interpreting as intercultural mediation
Interpreter-mediated interaction in healthcare and legal settings
Action formation and its epistemic (and other) backgrounds
A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement
On the distribution of responsibilities in treating critical issues in interpreter-mediated medical consultations
Grammar and Social Organization
Italian tag questions and their conversational functions
Tensions in the epistemic domain and claims of no-knowledge
An investigation of how 100 articles in the Journal of Pragmatics treat transcripts of English and non-English languages
You call that a rhetorical question
On mutual accessibility of contextual assumptions in dialogue interpreting
A Simplest Systematics for the Organization of Turn-Taking for Conversation
| Citation velocity | historical |
|---|---|
| Highly cited | No |