Language Socialization: An Historical Overview

Ochs, Elinor; Schieffelin, Bambi B.

doi:10.1007/978-0-387-30424-3_193

Cited by 102 publications

(55 citation statements)

References 30 publications

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“…For some scholars, language is considered as an important tool to express the identity of an individual (Rovira, 2008). Furthermore, Ochs and Schieffelin (2008) concur with the previous statement by saying that 'language is the main vehicle of expressing the self'. In the group level, language is considered as an indicator of the identity of a group (Hozhabrossadat, 2015).…”

Section: Language and Identitysupporting

confidence: 84%

A Psycho-Pragmatic Study of Self-Identity of Kurdish EFL Learners in Kurdistan Region

Mahmood¹,

Hassan²

2018

ELT

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This paper is an extract from a PhD dissertation on the impacts of learning English on the self-identity of Kurdish EFL learners. Language is a distinctive feature of human being. Similarly, identity is considered as a sign humans are recognized by. So, scrutinizing the relationship between these two related components of human life is revealing. Most of the research papers in this area focus on how language is used as a tool to express someone's identity. However, this research focuses on how the process of learning English makes possible changes, if any, in the learners' self-identity. A Likert-questionnaire of 30 questions is given to 150 EFL learners from three main universities to understand the differences that might happen in the learners' self-identity as a result of learning English. Finally, some conclusions are drawn based on the collected data and the references are documented.

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Section: Language and Identitysupporting

confidence: 84%

A Psycho-Pragmatic Study of Self-Identity of Kurdish EFL Learners in Kurdistan Region

Mahmood¹,

Hassan²

2018

ELT

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“…Although adults are generally cast as 'teachers' or 'socializers,' children often socialize both one another and adults (Garrett & Baquedano-López, 2002). Thus, while it may seem as though adults are always in charge -and while they usually are, in practical terms -the above interaction proves that children also have power and agency (Ochs & Schieffelin, 2008) within the constraints imposed by their status as children.…”

Section: Children's Agencymentioning

confidence: 91%

“…Language socialization is currently understood as a non-linear, dynamic, complex, and multidirectional process (Duff, 2002(Duff, , 2003(Duff, , 2007Duff & Hornberger, 2008;Ochs & Schieffelin, 2008) in which individuals and groups (e.g., families) socialize others 'into new domains of knowledge and cultural practice' (Bayley & Schecter, 2003, p. 2) so that they can effectively and appropriately participate in the social life of their community (Garrett & Baquedano-Ló pez, 2002). Language and participation in cultural worlds are the primary means of attaining membership in these milieus.…”

Section: Language Socializationmentioning

confidence: 99%

Speaking Spanish Like a Boy Scout: Language Socialization, Resistance, and Reproduction in a Heritage Language Scout Troop

Guardado¹

2009

The Canadian Modern Language Review

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This article offers a critical analysis of the language socialization of Spanish-speaking families in a Scout group in Metro Vancouver. Using tools of discourse analysis, the article examines the language use patterns of the participants, particularly focusing on the language ideologies to which they oriented themselves and the identities indexed by their linguistic actions. A key finding is that language ideologies and practices can unwittingly reproduce the very dominant ideologies they are designed to challenge. The concept of agency is addressed in terms of the families' appropriation of the values of the Scout Movement in order to assert their identities and in relation to their children's active roles in the process of socialization. Finally, the author problematizes the role of identity in heritage language (HL) development, calls attention to the need for language maintenance theory to acknowledge the complexities entailed for individuals, and draws attention to the existence of complex and potentially contradictory processes of socialization.

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“…Language socialization in general theorizes that people not only learn how to use language, but also learn through language to become full participants in a culture (Ochs & Schieffelin, 2008). Because academic discourse is not just language, but also ways of using that language in social interactions in academic settings, learners are socialized into both the pragmatics and the ideologies of language use (Duff, 2010).…”

Section: Oral Feedback As Language Socializationmentioning

confidence: 99%

Academic Language Socialization in High School Writing Conferences

Gilliland¹

2014

The Canadian Modern Language Review

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This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author argues that teachers' oral responses during writing conferences can either scaffold or deter students' socialization into valued ways of using academic language for school writing. She suggests what forms of oral response provide scaffolding and what forms might limit multilingual adolescent learners' academic literacy. Constructive interactions engaged students in dialogue about their writing, and students included content or phrasing from the interaction in their texts. Unhelpful interactions failed to foster students' language development in observable ways. Although teachers attempted to scaffold ideas and language, they often did not guide students' discovery of appropriate forms or points. These interactions represent restrictive academic language socialization: while some students did create academic texts, they learned little about academic language use.

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Language Socialization: An Historical Overview

Cited by 102 publications

References 30 publications

A Psycho-Pragmatic Study of Self-Identity of Kurdish EFL Learners in Kurdistan Region

A Psycho-Pragmatic Study of Self-Identity of Kurdish EFL Learners in Kurdistan Region

Speaking Spanish Like a Boy Scout: Language Socialization, Resistance, and Reproduction in a Heritage Language Scout Troop

Academic Language Socialization in High School Writing Conferences

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