Asta Cekaite

Asta Cekaite är professor vid tema Barn, Linköpings universitet. Hennes forskning är grundad i språksocialisation och multimodal interaktionsanalys och involverar ett interdisciplinärt perspektiv på språk, kultur och interaktion.

Asta Cekaites studier utforskar flerspråkighet, emotioner, kroppslighet och moralisk socialisation i vuxen-barn-, och barn-barn-samspel och hon har publicerat i Applied Linguistics, Modern Language Journal, Language in Society, Multilingua med mera. Tillsammans med M. H. Goodwin har hon författat Embodied family choreography: Practices of control, care and mundane creativity (Routledge, 2018) och med L. Mondada Touch in social interaction: Touch, language and body (Eds., Routledge, 2020).

Agency and emotions in multilingualism:
Children and language socialization

Högre seminarium med Asta Cekaite.


This presentation aims to discuss how various conceptualizations of agency and emotions can be employed in the examination of bilingualism, language socialization, and translanguaging in children's interactions (Ochs & Schieffelin, 2012; Goodwin, C., 2018).

More specifically, attention to learner, student, and child agency has been called for in studies within various fields on bi-/multilingualism, including language policies in schools, and in families in a pursuit of empowerment, and acknowledgment of the dynamic, bi-directional and embodied character of learning and socialization. This call provides for intricate challenges concerning how to conceptualize and empirically examine and identify agentive actions and practices (e.g., individual vs. collaborative impetus to act; resistant, or aligning actions; distributed agency) (Ahearn, 2008; Enfield & Kockelman, 2017).

This presentation suggests that analytical attention to emotions and embodiment can be fruitfully used in the exploration of agency in languaging (e.g., Goodwin, M.H. et al., 2012). Empirical examples from video-ethnographies of social interactions involving children (ages 3-12) in multiethnic families, as well as preschools, kindergarten classroom, and classrooms (grades 1-5) in linguistically and ethnically heterogenous neighborhoods in Sweden are used (Cekaite, 2012; 2017; 2020; Cekaite & Evaldsson, 2017; 2019).