Abstract This study examines stories as they appear in everyday conversation, focusing on the high degree of parallelism observed in them. Such parallelism is shown to be a vehicle of stance taking in interaction. Stance taking is here viewed as a highly intersubjective and interactive, public, multi-layered activity, which involves words, linguistic structures, voices, the body and the surrounding environment, and is embedded in the sequential organisation of social interaction. Stance taking involves various types of resonance between two interaction participants and also between the interactional turns of one participant. The concept of resonance is treated as the process of activating affinity across dialogic turns of talk within a telling or a series of tellings. The present study uses both audio and video recordings of naturally-occuring everyday interactions as data. The study first shows that voiced direct reported speech (DRS) utterances displaying a shared stance are an appropriate response to prior voiced DRS utterances and that a sequence of subsequent resonant voiced DRS utterances is an orderly phenomenon in interaction and a sequentially relevant practice of stance taking. Secondly, the study explicates the way in which participants use resonant words, structures, voicing and embodiment, and implicate the surrounding environment in constructing a reporting space. The reporting space enables and invites active participation in the form of multimodal enactments from all the participants of the telling event to the overall stance-taking activity within the storytelling sequence. Thirdly, the study details the use of resonating formal storytelling elements functioning as a resource for stance taking, e.g. the preface of a second telling by second tellers ties back to the preface and the high point of a prior telling. Finally, the study examines the way in which multiple actions, such as troubles telling, delivering news, giving an explanation and requesting advice, are accomplished via repeated tellings of a story in different interactional contexts. Similar structural units of such tellings resonate in form, whereas some lexico-syntactic details of these units vary according to the social actions that are being accomplished via the tellings, according to the engagement of the recipient in the telling and to the physical circumstances of the telling. / Tiivistelmä Tutkimus tarkastelee arkikertomuksissa ilmeneviä parallellismin muotoja ja sitä miten nämä rakentavat vuorovaikutuksellista asennoitumistoimintaa. Asennoituminen nähdään monisäikeisenä intersubjektiivisena ja interaktiivisena toimintana, joka rakentuu puhujien sanojen, kielellisten rakenteiden, äänen ja kehon keinoin. Samanaikaisesti se rakentuu vuorovaikutuksen sosiaalisten toimintojen ja niiden sekventiaalisen järjestyksen tuloksena. Asennoitumistoimintaa ilmentää eriasteinen resonanssi pääasiassa eri puhujien mutta myös yhden puhujan eri vuorojen välillä: Puhujan resonoiva vuoro sitoo sen edellisen arkikertomuksen tai arkikertomussarjan vuoroihin aktivoiden näin yhtäläisyyden vuorojen välillä. Ilmiöitä tarkastellaan vuorovaikutuslingvistiikan ja keskustelunanalyysin menetelmin. Tutkimuksen aineisto koostuu englannin- ja suomenkielisistä äänitetyistä ja videoiduista arkikeskusteluista. Tutkimus osoittaa, että kertomistapahtumaan osallistuvat puhujat tuottavat kertomusten huippukohdissa kohosteisia referointivuoroja vastauksina aiempien kertojien kohosteisiin referointivuoroihin. Puhujat ilmaisevat tällä tavalla asennoitumistaan yhtäältä kerronnan sisältöön ja toisaalta edeltävien vuorojen ilmentämään asennoitumistoimintaan. Tutkimuksessa kartoitetaan myös sitä, miten puhujat rakentavat asennoitumista sanojen, kielellisten rakenteiden, prosodian ja kehollisten keinojen avulla. Kertomusten huippukohdissa puhujat referoivat roolihenkilöitä puheen lisäksi myös kehollisin keinoin, mitä tutkimuksessa kutsutaan roolissa toimimiseksi. Vastaanottajat voivat vastata asettumalla itsekin rooliin. He osoittavat ymmärtävänsä kertojan näkökulman tuottamalla kertomuksen sisältöön ja kertojan ilmentämiin asenteisiin sopivia samanlinjaisia lisävuoroja. Edelleen tutkimus kuvailee nk. toisen kertomuksen kielellisiä, prosodisia ja kehollisia elementtejä, jotka resonoivat edeltävän kertomuksen vuorojen elementtien kanssa ja joiden avulla asennoitumistoiminta rakentuu. Kertojat viittaavat toisen kertomuksen vuoroillaan edellisen kertomuksen vuoroihin aktivoiden yhtäläisyyksiä yhtäältä kyseisten resonoivien vuorojen ja toisaalta edeltävän ja toisen kertomuksen asennoitumistoimintojen välillä. Lisäksi tutkimuksessa tarkastellaan samansisältöisiä peräkkäisiä arkikertomuksia, jotka on tuotettu eri vastaanottajille. Kertoja tuottaa samansisältöisten kertomusten avulla eri toimintoja vastaanottajasta ja vuorovaikutusympäristöstä riippuen. Kertomusten välillä on resonoivia rakenteellisia yhtäläisyyksiä, mutta ne myös poikkeavat toisistaan sosiaalisen toiminnon sekä vastaanottajan sitoutumisen asteen ja ympäröivien olosuhteiden mukaan.

Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text. The Academic Text Talk activities, designed to scaffold verbalization of new words and ideas, included discussion, retelling, games, and sentence walls. This study also evaluated if there were differences in scientific language proficiency and comprehension between boys and girls, and between English language learners and native English speakers. A quasi-experimental design was used to determine the relationship between increasing students’ oral practice with academic language and their academic language proficiency. Second graders (n = 91) from an urban public school participated in two science units over an 8 week period and were pre and post tested using the Woodcock Muñoz Language Survey-Revised and vocabulary tests from the National Energy Education Project. Analysis of covariance was performed on the pre to post scores by treatment group to determine differences in academic language proficiency for students taught using Academic Text Talk compared to students taught using a text-centered method, using the initial Florida Assessment for Instruction in Reading test as a covariate. Students taught using Academic Text Talk multimodal strategies showed significantly greater increases in their pre to posttest means on the Woodcock Muñoz Language Survey-Revised Oral Language Totals and National Energy Education Development Project Vocabulary tests than students taught using the text-centered method, ps < .05. Boys did not show significantly greater increases than girls, nor did English language learners show significantly greater increases than the native English speakers. This study informs the field of reading research by evaluating the effectiveness of a multimodal combination of strategies emphasizing discourse to build academic language.

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Le rappel du récit est l’une des manières les plus efficaces d’évaluer la compréhension en lecture (Denhière, 1979). Pourtant, au 2e cycle du primaire (entre 8 et 10 ans), il s’agit d’une pratique peu favorisée. Il en va de même pour l’utilisation de la littérature jeunesse, qui est de faible importance en contexte d’évaluation de la compréhension en lecture (Lépine, 2017). La présente recherche a pour objectif de créer un dispositif didactique visant à enseigner et à évaluer la compréhension en lecture par l’entremise de tâches de rappel de texte à partir d’albums jeunesse diversifiés. Pour ce faire, les étapes de la recherche-développement du modèle ADDIE (Peterson, 2003) ont été appliquées Il s’agit, dans un premier temps, de l’analyse et de l’identification des besoins. Dans ce cas, il fallait d’abord décrire les recherches relatives au rappel du récit et à la compréhension en lecture par l’utilisation des albums jeunesse. Puis, les tâches proposées aux élèves dans les manuels scolaires ainsi que les pratiques déclarées des enseignants en ce qui a trait à l’enseignement et à l’évaluation en lecture ont été analysées. Ensuite, la conceptualisation du dispositif a été réalisée en établissant les critères de sélection des œuvres les plus pertinentes pour faire partie du dispositif didactique. La grille qui en a résulté a d’ailleurs été évaluée par une experte en littérature jeunesse. Puis, le développement du dispositif didactique a consisté en l’élaboration du contenu du dispositif, de son organisation et du choix des albums. Enfin, la phase de mise à l’essai a eu lieu dans deux classes du 2e cycle du primaire durant l’année scolaire 2020-2021, pendant la pandémie mondiale de Covid-19. Les résultats démontrent que le rappel du récit est une tâche complexe à évaluer, mais qu’elle permet aux enseignants de bien cibler les forces et les défis de leurs élèves. De plus, l’utilisation de la littérature jeunesse, dans ce contexte, a été fort apprécié, car les albums ouvrent la porte à diverses avenues pédagogiques, telles que les situations d’écriture et l’interdisciplinarité. Les retombées envisagées de cette recherche sont de mettre à la disposition des enseignants des pratiques d’enseignement et d’évaluation plus diversifiées qui rendent compte de la compréhension en lecture des élèves ainsi que l’avancement des connaissances liées aux pratiques des enseignants du primaire. / Retelling is one of the most effective methods to teach and evaluate reading comprehension (Denhière, 1979). However, it is not commonly used in 2nd cycle elementary school classes (between 8 and 10 years old). Furthermore, picture books are seldom used to assessreading comprehension (Lépine, 2017). The purpose of this study is to create a didactic device for teaching and evaluating reading comprehension through retelling tasks and different types of picture books. To do this, the ADDIE (Peterson, 2003) model has been chosen to guide and assess every step of this design experiment research. The first step wasto analyze and identify needs by describing the most relevant studies that have been released about retelling and reading comprehension through the use of picture books. Student tasks and teaching habits of elementary teachers have also been described. Then, the design of the device has been elaborate by establishing the criteria for the selection of the picture books that will be relevant for the didactic device. These criteria has been validated by an expert in youth literature. Subsequently, the content and organization of the device has been completed and the picture books had been chosen. Finally, the didacticdevice has been tested in two 2 nd cycle elementary classrooms during 2020-2021 pandemicschool year. The results show that retelling is a complex task to assess, but that it allows teachers to properly target the strengths and challenges of their students. In addition, the use of youth literature in this context was greatly appreciated because the picture books open the door to various pedagogical avenues, such as different writing situations and interdisciplinarity. Expected benefits of this research are to provide teachers with more diversified teaching and evaluation practices, which reflect the real reading comprehensionof students as well as the advancement of knowledge related to the practices of teachers inelementary school.