Abstract
In this article, we address issues of methodology in the study of peer talk in child discourse
and argue for the need to develop an interdisciplinary approach to child discourse
at large. The peer talk under study is part of a larger project following the development of
children’s discursive skills, in method relying on ethnographic fieldwork, and conversation
analysis methods of transcription and microanalysis.We use a case study to demonstrate
the theoretical justification, benefits, and drawbacks of such integration. In the
analysis, we demonstrate howmicroanalysis of detailed transcripts can serve to ground,
provide warrants, and complexify the initial observation and its interpretation and how
contextual knowledge can serve to enrich and complement the detailed analysis of the
talk and the degree to which it is crucial for reaching a holistic understanding.
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