By Malgortza Aneta
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He also engaged in imaginative < previous page page_41 next page > < previous page page_42 next page > Page 42 play with other children with blocks, the trains, the puppets and the dinosaurs. In many of these interactions, the other children seemed to value his presence and the interactions were comfortable and peaceful. In the following conversation, while completing a craft centred on the song 'I Know An Old Woman Who Swallowed a Fly', Martin did not notice the shaming attempt by Morgan and another two boys: (26) If somebody swallowed a fly, that would feel gross.
I don't know. She walks away. Nina also leaves. In this conversation, Nina badgered Surjeet about the red paper, saying she does not believe Surjeet. Surjeet asserted initially she was making a phone and then contradicted that assertion. 12 The interaction ended with Nina telling Surjeet that she (Nina) 'knows everything' and usurping Surjeet's turn in the conversation after Julie asked Surjeet a question. This attempt to position Surjeet as not knowing everything (which Surjeet resisted mildly), as not believed and as not allowed a conversational place, became a relatively common practice in the classroom.
Both anglophone and bilingual children gave him directives. In some cases, these directives were offered in a friendly and collusive manner, as when Earl told him in a whisper one day in June when Martin joined the circle with an object for sharing that 'It's girls' day', and Martin secretly put his toy away. g. '), or gave Martin directives in ways that did not appear so collaborative, like Wesley's in June: (22) Martin has come and shown Wesley an animal. Martin, put that back! It's not playtime for you.