ABSTRACT
This chapter explains a final analysis of the data considering how the children socially manage their discussion. In her work exploring children's informal language in the playground, Maybin argues that meanings are frequently contested and are dependent on the respondent as well as the speaker's intended meaning. A dimension of social harmony can be seen as a prerequisite of co-constructive talk, as a shared goal of meaning-making necessitates joint understandings and negotiation. The theme of social cohesion in the children's talk is apparent in the way that they use language creatively to share understanding and work together. Tannen's research highlights different involvement strategies that are used by participants in a discourse who have an ultimate goal of coherence, and she particularly draws on the use of repetition in dialogue. The social negotiation through the dialogic reading event requires more than just the agreement or challenge of ideas.
