Book•
Language Socialization Across Cultures
01 Apr 2017-
TL;DR: Ochs as discussed by the authors studied the role of play in children's language socialization and found that children acquire knowledge of status and role through play and interaction with other children in a white working-class community.
Abstract: Introduction Elinor Ochs Part I. Acquiring Language and Culture through Interactional Routines: 2. Calling-out and repeating routines in Kwara'ae children's language socialization Karen Ann Watson-Gegeo and David W. Gegeo 3. Prompting routines in the language socialization of Basotho children Katherine Demuth 4. Interactional routines as cultural influences upon language acquisition Ann M. Peters and Stephen T. Boggs 5. What no bedtime story means: narrative skills at home and school Shirley Brice Heath Part II. Acquiring Knowledge of Status and Role through Language Use: 6. Social norms and lexical acquisition: a study of deictic verbs in Samoan child language Martha Platt 7. The acquisition of register variation by Anglo-American children Elaine S. Anderson Part III. Expressing Affect: Input and Acquisition: 8. Teasing and shaming in Kaluli children's interactions Bambi B. Schieffelin 9. Teasing: verbal play in two Mexicano homes Ann R. Eisenberg 10. Teasing as language socialization and verbal play in a white working-class community Peggy Miller 11. The acquisition of communicative style in Japanese Patricia M. Clancy 12. From feeling to grammar: a Samoan case study Elinor Ochs.
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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: In this paper, the authors focus on two basic microprocesses in socialization theory (persuasion and social influence) and develop propositions about the social conditions under which one might expect to observe cooperation in institutions.
Abstract: Socialization theory is a neglected source of explanations for cooperation in international relations. Neorealism treats socialization (or selection, more properly) as a process by which autistic non-balancers are weeded out of the anarchical international system. Contractual institutionalists ignore or downplay the possibilities of socialization in international institutions in part because of the difficulties in observing changes in interests and preferences. For constructivists socialization is a central concept. But to date it has been undertheorized, or more precisely, the microprocesses of socialization have been generally left unexamined. This article focuses on two basic microprocesses in socialization theory—persuasion and social influence—and develops propositions about the social conditions under which one might expect to observe cooperation in institutions. Socialization theories pose questions for both the structural-functional foundations of contractual institutionalist hypotheses about institutional design and cooperation, and notions of optimal group size for collective action.
862 citations
TL;DR: The authors constructing social identity: A Language Socialization Perspective, in the context of Language and Social Interaction: Vol. 26, No. 3, pp. 287-306.
Abstract: (1993). Constructing Social Identity: A Language Socialization Perspective. Research on Language and Social Interaction: Vol. 26, No. 3, pp. 287-306.
754 citations
TL;DR: In the two decades since its earliest formulation, the language socialization paradigm has proven coherent and flexible enough not merely to endure, but to adapt, to rise to these new theoretical and methodological challenges, and to grow.
Abstract: ▪ Abstract While continuing to uphold the major aims set out in the first generation of language socialization studies, recent research examines the particularities of language socialization processes as they unfold in institutional contexts and in a wide variety of linguistically and culturally heterogeneous settings characterized by bilingualism, multilingualism, code-switching, language shift, syncretism, and other phenomena associated with contact between languages and cultures. Meanwhile new areas of analytic focus such as morality, narrative, and ideologies of language have proven highly productive. In the two decades since its earliest formulation, the language socialization paradigm has proven coherent and flexible enough not merely to endure, but to adapt, to rise to these new theoretical and methodological challenges, and to grow. The sources and directions of that growth are the focus of this review.
551 citations
Book•
01 Jan 2002TL;DR: Examining models of agency and effects of choice among European American adults of different educational backgrounds in 3 studies suggests that HS and BA models ofagency qualitatively differ, despite overlap between HS andBA worlds.
Abstract: Using educational attainment to indicate socioeconomic status, the authors examined models of agency and effects of choice among European American adults of different educational backgrounds in 3 studies. Whereas college-educated (BA) participants and their preferred cultural products (i.e., rock music lyrics) emphasized expressing uniqueness, controlling environments, and influencing others, less educated (HS) participants and their preferred cultural products (i.e., country music lyrics) emphasized maintaining integrity, adjusting selves, and resisting influence. Reflecting these models of agency, HS and BA participants differently responded to choice in dissonance and reactance paradigms: BA participants liked chosen objects more than unchosen objects, but choice did not affect HS participants' preferences. Results suggest that HS and BA models of agency qualitatively differ, despite overlap between HS and BA worlds.
497 citations