Language acquisition and socialization: Three developmental stories and their implications
01 Jan 1984-pp 276-320
TL;DR: In this article, a comparison of the social development of children in three societies: Anglo-American white middle class, Kaluli (Papua New Guinea), and Samoan is presented, focusing on developmental research with interests and roots in language development rather than anthropological studies of socialization.
Abstract: ABSTRACT Two claims are made concerning the interrelationship of language acquisition and socialization processes: (1)'.the process of acquiring language isdeeply -deeply affected by the process of becoming a competent member of a society; and (2) the process of becoming a competent member of society is realized to a large extent throUgh language and through acquiring knowledge of its functions, social . distribution, and interpretations in and across socially defined situations. These claims are supported with evidence, derived from a comparison of the social development of children in three societies: Anglo-American white middle class, Kaluli (Papua New Guinea), and Samoan. Specific theoretical arguMents and methodological procedures fc an ethnological approach to language development are presented, foc,3ing on developmental research with interests and roots in language development rather than anthropological studies of socialization. Five specific aspects of the ethnological model of language acquisition are addressed: (.1) the cultural organization of intentionality in language use;. (2) the integration of sociocultural knowledge and code knowledge; (3) the unevenness of language: development and the priority contexts for language, acquisition; (4) the relationship between child language and caregiver language, specifically the lack of match between them; and (5) the role' of biology in language acquisition. (MSE)
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01 Nov 2000
TL;DR: From Neurons to Neighborhoods as discussed by the authors presents the evidence about "brain wiring" and how children learn to learn to speak, think, and regulate their behavior, and examines the effect of the climate-family, child care, community-within which the child grows.
Abstract: How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.
5,295 citations
01 Jan 1996
3,246 citations
Book•
19 Mar 2013
TL;DR: In this article, the authors propose a new kind of assessment called Knowing What Students Know (KSS), which aims to make as clear as possible the nature of students' accomplishments and the progress of their learning.
Abstract: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
2,034 citations
[...]
TL;DR: In this paper, a review describes and critiques some of the many ways agency has been conceptualized in the academy over the past few decades, focusing in particular on practice theorists such as Giddens, Bourdieu, de Certeau, Sahlins, and Ortner.
Abstract: ▪ Abstract This review describes and critiques some of the many ways agency has been conceptualized in the academy over the past few decades, focusing in particular on practice theorists such as Giddens, Bourdieu, de Certeau, Sahlins, and Ortner. For scholars interested in agency, it demonstrates the importance of looking closely at language and argues that the issues surrounding linguistic form and agency are relevant to anthropologists with widely divergent research agendas. Linguistic anthropologists have made significant contributions to the understanding of agency as it emerges in discourse, and the final sections of this essay describe some of the most promising research in the study of language and gender, literacy practices, and the dialogic construction of meaning and agency.
1,495 citations
TL;DR: This review focuses on three universal tasks of human development: relationship formation, knowledge acquisition, and the balance between autonomy and relatedness at adolescence, and argues that an understanding of cultural pathways through human development requires all three approaches.
Abstract: We focus our review on three universal tasks of human development: relationship formation, knowledge acquisition, and the balance between autonomy and relatedness at adolescence. We present evidence that each task can be addressed through two deeply different cultural pathways through development: the pathways of independence and interdependence. Whereas core theories in developmental psychology are universalistic in their intentions, they in fact presuppose the independent pathway of development. Because the independent pathway is therefore well-known in psychology, we focus a large part of our review on empirically documenting the alternative, interdependent pathway for each developmental task. We also present three theoretical approaches to culture and development: the ecocultural, the sociohistorical, and the cultural values approach. We argue that an understanding of cultural pathways through human development requires all three approaches. We review evidence linking values (cultural values approach)...
838 citations
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01 Jan 1962
TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.
Abstract: Since it was introduced to the English-speaking world in 1962, Lev Vygotsky's highly original exploration of human mental development has become recognized as a classic foundational work of cognitive science. Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought.Now Alex Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions. Kozulin has also contributed an introductory essay that offers new insight into the author's life, intellectual milieu, and research methods.Lev S. Vygotsky (1896-1934) studied at Moscow University and acquired in his brief lifespan a nearly encyclopedic knowledge of the social sciences, psychology, philosophy, linguistics, literature, and the arts. He began his systematic work in psychology at the age of 28, and within a few years formulated his theory of the development of specifically human higher mental functions. He died of tuberculosis ten years later, and Thought and Language was published posthumously in 1934.Alex Kozulin studied at the Moscow Institute of Medicine and the Moscow Institute of Psychology, where he began his investigation of Vygotsky and the history of Soviet psychology. He emigrated in 1979 and is now Associate Professor of Psychiatry (Psychology) at Boston University. He is the author of Psychology in Utopia: Toward a Social History of Soviet Psychology (MIT Press 1984).
19,246 citations
01 Jan 1973
TL;DR: The interpretation of cultures clifford geertz PDF the religion of java clifford Geertz as discussed by the authors, a guide to sexual fulfillment clifford l penner PDF cliffordaposs good deeds las buenas acciones de clifford PDF operation trinity the 39 clues cahill files 1 clifford riley PDF spinors twistors and clifford algebras and quantum deformations 1st edition PDF archimedes to hawking laws of science and the great minds behind them clifford a pickover
Abstract: Title Type the interpretation of cultures clifford geertz PDF the religion of java clifford geertz PDF nature across cultures views of nature and the environment in non western cultures reprint PDF clifford to the rescue PDF clifford castle PDF trial clifford irving PDF clifford g4 owners manual PDF the loom of god clifford a pickover PDF clifford the big red dog board book PDF clifford alarms g4 manual PDF clifford sst 7752x manual PDF clifford solaris g4 manual PDF winkie clifford chase PDF clifford alarm remote manual PDF clifford alarm system manual PDF empire audiobook clifford d simak PDF cliffords bathtime clifford y la hora del bano PDF assassins accomplice kate clifford larson PDF a touch morbid trilogy 2 leah clifford PDF clifford numbers and spinors with rieszaposs private lectures to e PDF the gift of sex a guide to sexual fulfillment clifford l penner PDF cliffordaposs good deeds las buenas acciones de clifford PDF operation trinity the 39 clues cahill files 1 clifford riley PDF spinors twistors and clifford algebras and quantum deformations 1st edition PDF archimedes to hawking laws of science and the great minds behind them clifford a pickover PDF the physics book from big bang to quantum resurrection 250 milestones in history of clifford a pickover PDF outlines and highlights for key concepts in geography by gill valentine nicholas clifford sarah PDF surfing through hyperspace understanding higher universes in six easy lessons clifford a pickover PDF clifford algebras and spinor structures a special volume dedicated to the memory of albert crumeyrol PDF the two cultures PDF the cultures in the cubicles PDF celebrate connections among cultures PDF transportation in many cultures pebble plus PDF atlas of world cultures PDF crossing cultures readings for composition PDF homes in many cultures life around the world PDF managing across cultures issues and perspectives PDF cultures of femininity in modern fashion PDF frozen land vanishing cultures PDF families in many cultures life around the world PDF
2,408 citations
"Language acquisition and socializat..." refers background or methods in this paper
...observations and on formal and informal elicitation of members' reflections and interpretations as a basis for analysis (Geertz 1973)....
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...Ethnographers rely heavily on observations and on formal and informal elicitation of members' reflections and interpretations as a badis for analysis (Geertz 1973)....
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TL;DR: This paper found that children do have knowledge of morphological rules, and that this knowledge evolves from simple, regular rules to more irregular and qualified rules that are adequate fully to describe English.
Abstract: In this study we set out to discover what is learned by children exposed to English morphology. To test for knowledge of morphological rules, we use nonsense materials. We know that if the subject can supply the correct plural ending, for instance, to a noun we have made up, he has internalized a working system of the plural allomorphs in English, and is able to generalize to new cases and select the right form. If a child knows that the plural of witch is witches, he may simply have memorized the plural form. If, however, he tells us that the plural of * gutch is * gutches, we have evidence that he actually knows, albeit unconsciously, one of those rules which the descriptive linguist, too, would set forth in his grammar. And if children do have knowledge of morphological rules, how does this knowledge evolve? Is there a progression from simple, regular rules to the more irregular and qualified rules that are adequate fully to describe English? In very general terms, we undertake to discover the psychological status of a certain kind of linguistic description. It is evident that the acquisition of language is more than the storing up of rehearsed utterances, since we are all able to say what we have not practiced and what we have never before heard. In bringing descriptive linguistics to the study of language acquisition, we hope to gain knowledge of the systems and patterns used by the speaker. In order to test for children's knowledge of this sort, it was necessary to begin with an examination of their actual vocabulary. Accordingly, the 1000 most frequent words in the first-grader's vocabulary were selected from Rinsland's listing. This listing
1,854 citations
01 Jan 1979
1,376 citations
TL;DR: In this paper, a speech act approach to the transition from pre-linguistic to linguistic communication is adopted in order to consider language in relation to behaviour generally and to allow for an emphasis on the USE of language rather than on its form.
Abstract: A speech act approach to the transition from pre-linguistic to linguistic communication is adopted in order to consider language in relation to behaviour generally and to allow for an emphasis on the USE of language rather than on its form. The structure of language is seen as non-arbitrary in that it reflects both attention structures (via predication) and action structures (via the fundamental case grammatical form of language). Linguistic concepts are first realized in action. A pilot study focusing on the regulation of JOINT attention and JOINT activity within the context of mutuality between mother and infant is discussed, with emphasis on ritualization in mutual play as a vehicle for understanding the development of the formal structures of language.
1,351 citations