Abstract
This paper analyzes toddlers' spontaneous singing of songs in non-formalized interactions in pre-school from a language socialization perspective. Songs are highly intertextual resources which are interrelated with specific sociocultural contexts and/or communities. My analysis of instances selected from audio recordings and field notes from 4.5 months of ethnographic fieldwork in a pre-school in the Netherlands shows that spontaneous singing can take on interactional functions and reflects socialized knowledge. Closely investigating song-choice and particular times when children chose to engage in singing, it becomes clear that the practice gains meaning as part of co-created assemblages in which material objects, bodies and place stand in inter-relation with the deployed musical and other linguistic resources. The way children draw on songs as a resource resonates with the sociocultural environment of the pre-school, where singing comprises a meaningful social practice in formalized interaction between teachers and children.
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