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Language acquisition and socialization: Three developmental stories and their implications
Bambi B. Schieffelin,Elinor Ochs +1 more
- pp 276-320
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TLDR
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)read more
Citations
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Foreign Language Teacher Socialization: A Multiple Case Study of Foreign Language Teachers in an American Higher Education Institution.
TL;DR: Uzum et al. as discussed by the authors studied the transition from pre-service to in-service teacher socialization in the U.S. and found that biographical factors (e.g., teachers' personal history, experience as learners and EFL teachers), contextual factors and dialogic factors guide the process of teacher socialisation.
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Common ground and positioning in teacher-student interactions: Second language socialization in EFL classrooms
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Language Socialization, Language Ideologies, and Language Shift Among School-Aged Children
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“We Were Not at School Today”: First-Person Pronouns and Discursive Construction of Identities by Emerging Middle-Class Chinese Parents
Yanmei Han,Jianping Chen +1 more
TL;DR: This article examined the usage of first-person pronouns in three different interactional contexts, namely, parent-teacher interaction, parentparent interaction, and parent-child interaction, to explore the patterns of alignment between the parents and their children, parents and teachers of their children and peer parents during the process of identity construction, followed by a discussion of the implication that young, emerging middle-class Chinese parents fundamentally shape themselves as concerned and involved parents.
References
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Thought and language
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