Recess as a Site for Language Play

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June Countryman
Martha A Gabriel

Abstract

Researchers in this study adopted an ethnomusicology perspective to explore the playground language and music-making practices of children at nine Canadian school playgrounds over a two-year period.  Using non-participant observation the researchers found that school children (ages 5-12) engaged in multimodal and multi-vocal play as they manipulated language, chanted or sang with rhythmic speech, and combined language play with gestures and kinetic movements.  The authors suggest a link between children’s out-of-school literacies (‘languaging’ and ‘musicking’ on the playground)—where children are active agents of their own learning—and children’s potential in-school literacies.

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How to Cite
Countryman, J., & Gabriel, M. (2014). Recess as a Site for Language Play. Language and Literacy, 16(3), 4 - 26. https://doi.org/10.20360/G2Q301
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