« Et tout un moment que c’était la nuit, Petit Soleil dorma à côté de Petit Lapin. » Rituel de lecture partagé à la maison
Family interactions between the child and his or her family are a preferred moment to build linguistic structures based on "interactive routines" (Bruner, 1983). Our study concerns shared reading between the parent and child in an upper-middle class family. This oral reading activity is re...
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| Format: | Article |
| Language: | fra |
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Association Française de Recherche sur les Livres et les Objets Culturels de l’Enfance (AFRELOCE)
2019-09-01
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| Series: | Strenae |
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| Online Access: | https://journals.openedition.org/strenae/3914 |
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| _version_ | 1850164074611998720 |
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| author | Pauline Beaupoil-Hourdel Marie Leroy-Collombel Aliyah Morgenstern |
| author_facet | Pauline Beaupoil-Hourdel Marie Leroy-Collombel Aliyah Morgenstern |
| author_sort | Pauline Beaupoil-Hourdel |
| collection | DOAJ |
| description | Family interactions between the child and his or her family are a preferred moment to build linguistic structures based on "interactive routines" (Bruner, 1983). Our study concerns shared reading between the parent and child in an upper-middle class family. This oral reading activity is recurrent in our data.We analyzed joint reading activities and their role in the child's language building in a longitudinal corpus of dyadic interactions between Anaé (Paris Corpus) and her mother. Our study confirms that during the joint reading activity, the book became a tool through which the interaction unfolded and branched out: by relying on reading the book’s text, with all the lexicon and actions it mobilizes, the parent introduces new vocabulary and constructs a narrative while relying on the child's experience. The child, for his or her part, appropriates these language practices and moves from active reception to co-construction and then to autonomous construction of narrative behaviors and linguistic markers (specific tenses and connectors). Ritualized interactive situations through shared reading are therefore particularly conducive to developing the ability to decentralize and evoke both the non-present (narrative) and the non-real (fiction) by appropriating specialized linguistic tools. |
| format | Article |
| id | doaj-art-e42e06b69660480f993ffdfa741f9dc0 |
| institution | OA Journals |
| issn | 2109-9081 |
| language | fra |
| publishDate | 2019-09-01 |
| publisher | Association Française de Recherche sur les Livres et les Objets Culturels de l’Enfance (AFRELOCE) |
| record_format | Article |
| series | Strenae |
| spelling | doaj-art-e42e06b69660480f993ffdfa741f9dc02025-08-20T02:22:05ZfraAssociation Française de Recherche sur les Livres et les Objets Culturels de l’Enfance (AFRELOCE)Strenae2109-90812019-09-011510.4000/strenae.3914« Et tout un moment que c’était la nuit, Petit Soleil dorma à côté de Petit Lapin. » Rituel de lecture partagé à la maisonPauline Beaupoil-HourdelMarie Leroy-CollombelAliyah MorgensternFamily interactions between the child and his or her family are a preferred moment to build linguistic structures based on "interactive routines" (Bruner, 1983). Our study concerns shared reading between the parent and child in an upper-middle class family. This oral reading activity is recurrent in our data.We analyzed joint reading activities and their role in the child's language building in a longitudinal corpus of dyadic interactions between Anaé (Paris Corpus) and her mother. Our study confirms that during the joint reading activity, the book became a tool through which the interaction unfolded and branched out: by relying on reading the book’s text, with all the lexicon and actions it mobilizes, the parent introduces new vocabulary and constructs a narrative while relying on the child's experience. The child, for his or her part, appropriates these language practices and moves from active reception to co-construction and then to autonomous construction of narrative behaviors and linguistic markers (specific tenses and connectors). Ritualized interactive situations through shared reading are therefore particularly conducive to developing the ability to decentralize and evoke both the non-present (narrative) and the non-real (fiction) by appropriating specialized linguistic tools.https://journals.openedition.org/strenae/3914interactionchildpicture booklanguageritualstory time |
| spellingShingle | Pauline Beaupoil-Hourdel Marie Leroy-Collombel Aliyah Morgenstern « Et tout un moment que c’était la nuit, Petit Soleil dorma à côté de Petit Lapin. » Rituel de lecture partagé à la maison Strenae interaction child picture book language ritual story time |
| title | « Et tout un moment que c’était la nuit, Petit Soleil dorma à côté de Petit Lapin. » Rituel de lecture partagé à la maison |
| title_full | « Et tout un moment que c’était la nuit, Petit Soleil dorma à côté de Petit Lapin. » Rituel de lecture partagé à la maison |
| title_fullStr | « Et tout un moment que c’était la nuit, Petit Soleil dorma à côté de Petit Lapin. » Rituel de lecture partagé à la maison |
| title_full_unstemmed | « Et tout un moment que c’était la nuit, Petit Soleil dorma à côté de Petit Lapin. » Rituel de lecture partagé à la maison |
| title_short | « Et tout un moment que c’était la nuit, Petit Soleil dorma à côté de Petit Lapin. » Rituel de lecture partagé à la maison |
| title_sort | et tout un moment que c etait la nuit petit soleil dorma a cote de petit lapin rituel de lecture partage a la maison |
| topic | interaction child picture book language ritual story time |
| url | https://journals.openedition.org/strenae/3914 |
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