Why 'yuh' talking to 'yuhself'? Exploring role identity through conversation analysis: Implications for curriculum and teaching

dc.contributor.authorDixon, Raymond A.
dc.contributor.authorMayne, Hope
dc.date.accessioned2016-05-10T14:56:54Z
dc.date.available2016-05-10T14:56:54Z
dc.date.issued2016-05-10
dc.description.abstractThis qualitative study used a modified form of conversation analysis to explore role identity construction of two primary school-aged children (male and female) in the Jamaican context. The participants were engaged in an informal conversation on imaginary play with an adult. Data were collected via the video conference medium, Skype. An analysis of question-answer, lexical choice and category, and perspective-display sequence of the conversation revealed that the adult and the male child expressed concerns about the female child's engagement in imaginary play. The analysis of the conversation also revealed that both children displayed different stages of role construction during the conversation. Implications for curriculum and teaching are discusseden_US
dc.identifier.urihttps://hdl.handle.net/2139/41997
dc.language.isoenen_US
dc.subjectPrimary school studentsen_US
dc.subjectPlayen_US
dc.subjectRole playingen_US
dc.subjectIdentityen_US
dc.subjectSelf concepten_US
dc.subjectImaginationen_US
dc.subjectConversation analysisen_US
dc.subjectJamaicaen_US
dc.titleWhy 'yuh' talking to 'yuhself'? Exploring role identity through conversation analysis: Implications for curriculum and teachingen_US
dc.typeArticleen_US

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