This book brings together researchers from across the globe to share their work on the micro-analyses of storytelling. By doing so, the book helps to deepen the understanding of, and track storytelling practices cross-culturally and longitudinally in the home, at school, and in higher education. Through the unique focus on education and learning, this book provides a lens with which to identify how children's and adolescents' language development and sense of self in storytelling are supported in various contexts: the home, classroom, playground or in the higher education context. It explores the work, identity and practices of friends, teachers and lecturers in teaching, learning, reflection and supervision. Importantly, in identifying these practices, the book presents opportunities to assist parents and teachers, to inform pedagogy in teacher education, and to support effective doctoral supervision. The focus on storytelling in homes, education, and for learning, and the practical applications of the findings, contribute to the ongoing research in both education and conversation analysis. Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Authors of this book discover the intricacies of friendship and peer cultures of children in multilingual settings. Volume 21 brings together empirical research from across the globe, and from various methodological and theoretical orientations to investigate children's relationships within multilingual settings such as school, home, community and online. Diverse views of children and young people on cross-cultural relationships offer rich and valuable findings and contribute new knowledge for policy makers, social workers, educators and parents about strategies children use to make friends. Internationally, the linguistic diversity of communities in the minority world is at its highest to date. With increasing numbers of children learning a language other than their home language at school or other places, it is important to understand the nature of the social relationships that children and youth are experiencing in their everyday lives in order to improve their chances of successful social experiences in the future. Applying a sociological perspective, this volume features the rich, varied and complex aspects of children's experiences of friendship in multilingual settings.

This book brings together researchers from across the globe to share their work on the micro-analyses of storytelling. By doing so, the book helps to deepen the understanding of, and track storytelling practices cross-culturally and longitudinally in the home, at school, and in higher education. Through the unique focus on education and learning, this book provides a lens with which to identify how children’s and adolescents’ language development and sense of self in storytelling are supported in various contexts: the home, classroom, playground or in the higher education context. It explores the work, identity and practices of friends, teachers and lecturers in teaching, learning, reflection and supervision. Importantly, in identifying these practices, the book presents opportunities to assist parents and teachers, to inform pedagogy in teacher education, and to support effective doctoral supervision. The focus on storytelling in homes, education, and for learning, and the practical applications of the findings, contribute to the ongoing research in both education and conversation analysis.  Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Volume 15 of "Sociological Studies of Children and Youth" investigates the interactional procedures used by children and young people as disputes arise in varying contexts of their everyday life. Disputes are a topic of angst and anxiety for children, young people and adults alike, and yet are important times for interactional matters to be addressed. A particular intention of the book is its ethnomethodological focus, bringing a fine-grained analysis and understanding to disputes and related interactional matters. Such analysis highlights the in situ competency of children and young people as they manage their social relationships and disputes to offer insight into how children arrange their social lives within the context of school, home, neighbourhood, correctional, club and after school settings. This volume offers a contemporary understanding of the relational matters of children's peer cultures to better understand and address the complex nature of children and young people's everyday lives in today's society. Papers include: when verbal disputes get physical; conditional threats in young children's peer interaction; and young children's disputes during computer game playing.

Volume 15 of "Sociological Studies of Children and Youth" investigates the interactional procedures used by children and young people as disputes arise in varying contexts of their everyday life. Disputes are a topic of angst and anxiety for children, young people and adults alike, and yet are important times for interactional matters to be addressed. A particular intention of the book is its ethnomethodological focus, bringing a fine-grained analysis and understanding to disputes and related interactional matters. Such analysis highlights the in situ competency of children and young people as they manage their social relationships and disputes to offer insight into how children arrange their social lives within the context of school, home, neighbourhood, correctional, club and after school settings. This volume offers a contemporary understanding of the relational matters of children's peer cultures to better understand and address the complex nature of children and young people's everyday lives in today's society. Papers include: when verbal disputes get physical; conditional threats in young children's peer interaction; and young children's disputes during computer game playing.