Dyadic
interaction does not necessarily imply that just two people
are present. It is often possible to single out episodes of
dyadic interaction in multiparty contexts that we analyse, such
as family dinner table conversation. Within such a speech event,
multiparty participation framework (variously organized) is
the default conversational structure. Consequently, a groundwork(Goffman,
1964) is required for participants to gain space and exclusivity
for a dyadic exchange.
This paper shows how dyadic framework
is made out of the multiparty default interactional structure
of a family dinner. Furthermore, we analyze the resources
participants deploy to protect the dyadic exchange from anothers
intrusion and/or by the risk of desertion of one member of
the dyad. Young and older children actively participate in
that activity and learn to manage it through diverse dyadic
settings. It is not the number of participants that unequivocally
determines whether an interaction is dyadic or multiparty.
Varying and complex participation frameworks, alliances, and
challenges are built and transformed within family dinner
conversation; it is in their locus of the interactive organization
of ongoing activity in which children are socialized to a
complex socio-cognitive activity.
Dyadic interaction does not necessarily imply that just two
people are present. It is often possible to single out episodes
of dyadic interaction in multiparty contexts that we analyse,
such as family dinner table conversation. Within such a speech
event, multiparty participation framework (variously organized)
is the default conversational structure. Consequently, a groundwork(Goffman,
1964) is required for participants to gain space and exclusivity
for a dyadic exchange.
This paper shows how dyadic framework
is made out of the multiparty default interactional structure
of a family dinner. Furthermore, we analyze the resources
participants deploy to protect the dyadic exchange from anothers
intrusion and/or by the risk of desertion of one member of
the dyad. Young and older children actively participate in
that activity and learn to manage it through diverse dyadic
settings. It is not the number of participants that unequivocally
determines whether an interaction is dyadic or multiparty.
Varying and complex participation frameworks, alliances, and
challenges are built and transformed within family dinner
conversation; it is in their locus of the interactive organization
of ongoing activity in which children are socialized to a
complex socio-cognitive activity.
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