%0 Journal Article
%T Participation frameworks and socio
%A Gabriela Prego-V¨¢zquez
%A Mar¨ªa ¨¢ngeles Cobelas Cartagena
%J Discourse Studies
%@ 1461-7080
%D 2019
%R 10.1177/1461445618802656
%X This article explores the socio-discursive competence of young children in Galician pre-schools. In particular, it deals with the way in which children ¨C aged from 2;10 to 4;05£¿years ¨C combine embodied actions and verbal resources to co-narrate stories with peers and adults. Using an audiovisual corpus of naturally occurring interactions, we have conducted a qualitative and multimodal analysis, observing how children react to diverse footings and negotiate participation frameworks in multiparty interactions. The findings suggest three progressive stages in the development of socio-discursive competence in which children use different strategies: (a) the stage of interactive proto-narrations, (b) the stage of collaborative narrations and (c) the stage of polyphonic monologue narrations. Our detailed examination reveals (a) a progressive increase in the diversity of the participation frameworks represented by children, as well as in the complexity of the multimodal resources they use, and (b) a rise in children¡¯s grammatical repertoire linked to an improvement in children¡¯s (meta)pragmatic skills
%K Children¡¯s interaction
%K multimodality
%K narrative sequences
%K participation frameworks
%K socio-discursive competence
%U https://journals.sagepub.com/doi/full/10.1177/1461445618802656