Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-09T05:52:44.906Z Has data issue: false hasContentIssue false

Part II - Socializing Identities

Published online by Cambridge University Press:  10 February 2020

Matthew J. Burdelski
Affiliation:
Osaka University
Kathryn M. Howard
Affiliation:
California State University, Channel Islands
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Language Socialization in Classrooms
Culture, Interaction, and Language Development
, pp. 91 - 178
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Bauman, R. (1977). Verbal Art as Performance. Prospect Heights, IL: Waveland Press.Google Scholar
Duff, P. A. (2008). Language socialization, participation and identity: ethnographic approaches. In Martin-Jones, M., de Mejia, M., and Hornberger, N. (eds.), Encyclopedia of Language and Education, 2nd Ed., Vol. 3: Discourse and Education (pp. 107119). New York, NY: Springer.Google Scholar
Howard, K. (2009). Breaking in and spinning out. Language in Society, 38, 339363.Google Scholar
Jaffe, A. (2009). Stance in a Corsican school: institutional and ideological orders. In Jaffe, A. (ed.), Stance: Sociolinguistic Perspectives (pp. 119145). Oxford: Oxford University Press.CrossRefGoogle Scholar
Jaffe, A. (2013). Anthropological analysis. In Holmes, J. and Hazen, K. (eds.), Research Methods in Sociolinguistics (pp. 213228). Boston, MA: Wiley-Blackwell.Google Scholar
Jaffe, A. (2014). Minority language learning and communicative competence: models of identity and participation in Corsican adult language courses. Language and Communication, 33(4): 450462.Google Scholar
Labov, W. (1972). Language in the Inner City: Studies in the Black English Vernacular. Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Miller, P. (1986). Teasing as language socialization and verbal play in a white working-class community. In Schieffelin, B. B. and Ochs, E. (eds.), Language Socialization across Cultures (pp. 199212). Cambridge: Cambridge University Press.Google Scholar
Morgan, M. (2009). The Real Hiphop: Battling for Knowledge, Power, and Respect in the LA Underground. Durham, NC: Duke University Press.Google Scholar
Moore, L. C. (2006). Learning by heart in Qur’anic and public schools in northern Cameroon. Social Analysis, 50(3), 109126.Google Scholar
Pagliai, V. (2010). Conflict, cooperation, and facework in contrasto verbal duels. Language in Society, 20(1), 87100.Google Scholar
Wortham, S. (2006). Learning Identity: The Joint Emergence of Social Identification and Academic LearningNew York, NY: Cambridge University Press.Google Scholar

References

Aronsson, K. and Cekaite, A. (2011). Activity contracts and directives in everyday family politics. Discourse in Society, 22(2), 118.Google Scholar
Cekaite, A. (2007). A child’s development of interactional competence in a Swedish L2 classroom. Modern Language Journal, 91, 4562.Google Scholar
Cekaite, A. (2012). Affective stances in teacher–novice student interactions: language, embodiment, and willingness to learn. Language in Society, 41, 641670.CrossRefGoogle Scholar
Cekaite, A. (2017). Emotional stances and interactional competence: learning to disagree in a second language. In Kasper, G. and Prior, M. (eds.) Talking Emotion in Multilingual Settings, (pp. 133154). Amsterdam: John Benjamins.Google Scholar
Cekaite, A. and Aronsson, K. (2004). Repetition and joking in children’s second language conversations: playful recyclings in an immersion classroom. Discourse Studies, 6(3), 373392.Google Scholar
Churchill, E. (2008). A dynamic systems account of learning a word: from ecology to form relations. Applied Linguistics, 29, 339358.CrossRefGoogle Scholar
Clark, H. (1996). Using Language. Cambridge: Cambridge University Press.Google Scholar
Clark, H. and Gerrig, R. J. (1990). Quotations as demonstrations. Language, 66, 764805.Google Scholar
Du Bois, J. W. (2007). The stance triangle. In Englebretson, R. (ed.), Stance in Discourse: Subjectivity in Interaction (pp. 13182). Amsterdam: John Benjamins.Google Scholar
Duff, P. A. (2011). Second language socialization. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.) The Handbook of Language Socialization (pp. 564586). Malden, MA: Wiley-Blackwell.Google Scholar
Friedman, D. (2010). Speaking correctly: error correction as a language socialization practice in a Ukrainian classroom. Applied Linguistics, 31, 346367.Google Scholar
Goffman, E. (1981). Forms of Talk. Cambridge: Cambridge University Press.Google Scholar
Goodwin, M. H. (1990). He-Said-She-Said: Talk as Social Organization among Black Children. Bloomington, IN: Indiana University Press.Google Scholar
Goodwin, M. H. and Cekaite, A. (2018). Embodied Family Choreography: Practices of Control, Care and Creativity. Milton Park, UK and New York, NY: Routledge.Google Scholar
Goodwin, M. H., Cekaite, A., and Goodwin, C. (2012). Emotion as stance. In Peräkylä, A. and Sorjonen, M-L. (eds.), Emotion in Interaction (pp. 1641). Oxford: Oxford University Press.Google Scholar
Griswold, O. (2010). The English you need to know: the language ideology in a citizenship classroom. Linguistics and Education, 22, 406418.Google Scholar
Hanks, W. (1996). Language and Communicative Practices. Boulder, CA: Westview Press.Google Scholar
He, A. (2011). Heritage language socialization. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.) The Handbook of Language Socialization. pp. 587609. Malden, MA: Wiley-Blackwell.Google Scholar
Keane, W. (2016). Ethical Life: Its Natural and Social Histories. Princeton, NJ and Oxford: Princeton University Press.Google Scholar
Kulick, D. and Schieffelin, B. B. (2004). Language socialization. In Duranti, A. (ed.), Linguistic Anthropology: A Companion Reader. Malden, MA: Blackwell.Google Scholar
Kusserow, A. (2004). American Individualisms: Child Rearing and Social Class in Three Neighborhoods. New York, NY: Palgrave Macmillan.Google Scholar
Lazaraton, A. (2004). Gesture and speech in the vocabulary explanations of one ESL teacher. Language Learning, 54, 79117.Google Scholar
Linell, P. (2009). Rethinking Language, Mind and World Dialogically: Aspects to Human Sense-Making. Charlotte, NC: Information Age Publishing.Google Scholar
Moore, E. (2014). “You are children but you can always say …”: hypothetical direct reported speech and child–parent relationships in a Heritage language classroom. Text and Talk, 34, 591621.Google Scholar
Nguyen, H. and Kellogg, G. (2010). “I had a stereotype that American were fat”: becoming a speaker of culture in a second language. Modern Language Journal, 94, 5673.Google Scholar
Ochs, E. (1996). Resources for socializing humanity. In Gumperz, J. J. and Levinson, S. C. (eds.), Rethinking Linguistic Relativity (pp. 407437). Cambridge: Cambridge University Press.Google Scholar
Ochs, E. (2002). Becoming a speaker of culture. In Kramsch, C. (ed.) Language Acquisition and Language Socialization (pp. 99120). London: Continuum.Google Scholar
Ochs, E. and Capps, L. (2001). Living Narrative. Cambridge, MA: Harvard University Press.Google Scholar
Ochs, E. and Schieffelin, B. B. (1989). Language has a heart. Text, 9, 725.Google Scholar
Ochs, E. and Schieffelin, B. B. (2011). The theory of language socialization. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.) The Handbook of Language Socialization (pp. 122). Malden, MA: Wiley-Blackwell.Google Scholar
Persson Thunqvist, D. and Axelsson, B. (2012). “Now it’s not school, it’s for real!”: negotiated participation in media vocational training, Mind, Culture, and Activity, 19, 2950.Google Scholar
Poole, D. (1992). Language socialization in the second language classroom. Language Learning, 42(2), 593616.Google Scholar
Rymes, B. and Pash, D. (2001). Questioning identity: the case of one second-language learner. Anthropology and Education Quarterly, 32, 276300.Google Scholar
Schutz, A. (1970). On Phenomenology and Social Relations. Edited and with an introduction by Wagner, H. R.. Chicago, IL: University of Chicago Press.Google Scholar
Talmy, S. (2015). A language socialization perspective on identity work of ESL youth in a superdiverse high school classroom. In Markee, N. (ed.), The Handbook of Classroom Discourse and Interaction (pp. 353368). Malden, MA: Wiley-Blackwell.Google Scholar
Watanabe, A. (2016). Engaging in an interactional routine in an EFL classroom. Novitas-Royal, 10, 4870.Google Scholar
Willet, J. (1995). Becoming first graders in an L2: an ethnographic study of L2 socialization. TESOL Quarterly, 29(3), 473503.CrossRefGoogle Scholar
Wortham, S. (1992). Participant examples and classroom interaction. Linguistics and Education, 4, 195217.Google Scholar

References

Blackledge, A. and Creese, A. (2010). Multilingualism: A Critical Perspective. London: Continuum International Publishing Group.Google Scholar
Burdelski, M. and Cook, H. M. (2012). Formulaic language in language socialization. Annual Review of Applied Linguistics, 32, 173188.Google Scholar
Cazden, C. (2001). Classroom Discourse: The Language of Teaching and Learning, 2nd Ed. Portsmouth, NH: Heinemann.Google Scholar
Cook, H. M. (1999). Language socialization in Japanese elementary schools: attentive listening and reaction turns. Journal of Pragmatics, 31, 14431465.Google Scholar
Duff, P. A. (2002). The discursive co-construction of knowledge, identity, and difference: an ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289322.Google Scholar
Erickson, F. (1996). Going for the zone: the social and cognitive ecology of teacher–student interaction in classroom conversations. In Hicks, D. (ed.), Discourse, Learning, and Schooling (pp. 2962). Cambridge: Cambridge University Press.Google Scholar
Friedman, D. A. (2010). Speaking correctly: error correction as a language socialization practice in a Ukrainian classroom. Applied Linguistics, 31, 346367.Google Scholar
Goffman, E. (1961). Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. New York, NY: Anchor Books.Google Scholar
Goffman, E. (1974). Frame Analysis: An Essay on the Organization of Experience. Cambridge, MA: Harvard University Press.Google Scholar
Goffman, E. (1981). Forms of Talk. Philadelphia, PA; University of Pennsylvania Press.Google Scholar
Gutierrez, K., Rymes, B., and Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65(3): 445471.Google Scholar
He, A. (2003). Novices and their speech roles in Chinese heritage language classes. In Bailey, R. and Schecter, S. R. (eds.), Language Socialization in Bilingual and Multilingual Societies (pp. 128146). Clevendon, UK: Multilingual Matters.CrossRefGoogle Scholar
Heath, S. B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge: Cambridge University Press.Google Scholar
Howard, K. M. (2009). Breaking in and spinning out: repetition and de-calibration in Thai children’s play genres. Language in Society, 38(3), 339363.Google Scholar
Kulick, D. and Schieffelin, B. B. (2004). Language socialization. In Duranti, A. (ed.), A Companion to Linguistic Anthropology (pp. 349368). Malden, MA: Blackwell.Google Scholar
Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex Pub. Corp.Google Scholar
Mead, G. H. (1934). Mind, Self, and Society: From the Standpoint of a Social Behaviorist. Chicago, IL: University of Chicago Press.Google Scholar
Mehan, H. (1979). ‘What time is it, Denise?”: asking known information questions in classroom discourse. Theory into Practice, 18(4), 285294.Google Scholar
Ochs, E. (1990). Indexicality and socialization. In Stigler, J. W., Schweder, R. A., and Herdt, G. (eds.), Cultural Psychology: Essays on Comparative Human Development (pp. 287308). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Ochs, E. and Taylor, C. (1996). The “father knows best” dynamic in family dinner narratives. In Hall, K. and Bucholtz, M. (eds.), Gender Articulated: Language and the Socially Constructed Self (pp. 97120). New York, NY: Routledge.Google Scholar
Rampton, B. (2005). Crossing: Language and Ethnicity among Adolescents. Northampton, MA: Longman.Google Scholar
Rampton, B. (2006). Language in Late Modernity: Interaction in an Urban School. Cambridge: Cambridge University Press.Google Scholar
Rymes, B. R. (2008). The relationship between mass media and classroom discourse. Working Papers in Educational Linguistics, 23(1), 6588.Google Scholar
Rymes, B. R. (2010). Communicative repertoires and English language learners. In Shatz, M. and Wilkinson, L. C. (eds.), The Education of English Language Learners: Research to Practice (1st ed.) (pp. 177197). New York, NY: Guilford Press.Google Scholar
Rymes, B. R. (2014). Communicating beyond Language: Everyday Encounters with Diversity. New York, NY: Routledge.Google Scholar
Rymes, B. R. (2016). Classroom Discourse Analysis: A Tool for Critical reflection, Revised 2nd Ed. New York, NY: Routledge.Google Scholar
Rymes, B., and Leone, A. R. (2014). Citizen sociolinguistics: a new media methodology for understanding language and social life. Working Papers in Educational Linguistics, 29(2), 2543.Google Scholar
Schieffelin, B. B. (1990). The Give and Take of Everyday Life: Language, Socialization of Kaluli Children. Cambridge: Cambridge University Press.Google Scholar
Schieffelin, B. B., and Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163191.Google Scholar
Tommasini, A. (2010). Counterpoint. www.nytimes.com/video/arts/1247468479041/counterpoint.html [Accessed June 23, 2017].Google Scholar

References

American Psychological Association (2010). Publication Manual of the American Psychological Association, 6th Ed. Washington, DC: American Psychological Association.Google Scholar
Brutt-Griffler, J. and Samimy, K. (1999). Revisiting the colonial in the postcolonial: critical praxis for nonnative-English-speaking teachers in a TESOL program. TESOL Quarterly, 33(3), 413431.Google Scholar
Brutt-Griffler, J. and Samimy, K. (2001). Transcending the nativeness paradigm. World Englishes, 20(1), 99106.Google Scholar
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267296.Google Scholar
Cho, S. (2013). Disciplinary enculturation experiences of three Korean students in US-based MATESOL programs. Journal of Language, Identity, and Education, 12(2), 136151.Google Scholar
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185209.Google Scholar
Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon, UK: Multilingual Matters.Google Scholar
Doerr, N. M. (2009). Introduction. In Doerr, N. M. (ed.), The Native Speaker Concept: Ethnographic Investigations of Native Speaker Effects (pp. 110). Berlin: Mouton de Gruyter.Google Scholar
Duff, P. A. (2002). The discursive co-construction of knowledge, identity, and difference: an ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 280322.Google Scholar
Duff, P. A. and Anderson, T. (2015). Academic language and literacy socialization for second language students. In Markee, N. (ed.), The Handbook of Classroom Discourse and Interaction (pp. 337352). Malden, MA: Wiley.Google Scholar
Freeman, D. and Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397417.Google Scholar
Garrett, P. B. and Baquedano-López, P. (2002). Language socialization: reproduction and continuity, transformation and change. Annual Review of Anthropology, 31, 339361.Google Scholar
Goffman, E. (1981). Footing. In Goffman, E., Forms of Talk (pp. 124159). Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Hedgcock, J. S. (2002). Toward a socioliterate approach to second language teacher education. Modern Language Journal, 86(3), 299317.Google Scholar
Heritage, J. (2012). Epistemics in action: action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 129.Google Scholar
Ho, M. (2011). Academic discourse socialization through small-group discussions. System, 39(4), 437450.Google Scholar
Holliday, A. (2008). Standards of English and politics of inclusion. Language Teaching, 41(1), 119–30.Google Scholar
Jacoby, S. and Gonzales, P. (1991). The constitution of expert–novice in scientific discourse. Issues in Applied Linguistics, 2(2), 149181.Google Scholar
Jaffe, A. (2009). Introduction: the sociolinguistics of stance. In Jaffe, A. (ed.), Stance: Sociolinguistic Perspectives (pp. 328). New Y, NY: Oxford University Press.Google Scholar
Jefferson, G. (1984). On the organization of laughter in talk about troubles. In Atkinson, J. M. and Heritage, J. (eds.), Structures of Social Action: Studies in Conversation Analysis (pp. 346369). Cambridge: Cambridge University Press.Google Scholar
Krachu, B. (1992). The Other Tongue: English across Cultures. Urbana, IL: University of Illinois Press.Google Scholar
Lee, J. S. and Bucholtz, M. (2015). Language socialization across learning spaces. In Markee, N., (ed.), The Handbook of Classroom Discourse and Interaction (pp. 319336). Malden, MA: Wiley.Google Scholar
Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal, 46(4), 340349.Google Scholar
Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate program. TESOL Quarterly, 34(2), 279210.Google Scholar
Morita, N. (2002). “Negotiating participation in second language academic communities: a study of identity, agency, and transformation.” Unpublished doctoral dissertation, University of British Columbia, Canada. https://open.library.ubc.ca/media/download/pdf/831/1.0078209/1Google Scholar
Morita, N. (2004). Negotiating participation and identity in second language academic discourse communities. TESOL Quarterly, 38(4), 573603.Google Scholar
Motha, S. (2006). Racializing ESOL teacher identities in US K-12 public schools. TESOL Quarterly, 40(3), 495518.Google Scholar
Moussu, L. and Llurda, E. (2008). Non-native English-speaking English language teachers: history and research. Language Teaching, 41(3), 315348.Google Scholar
Ochs, E. (1993). Constructing social identity: a language socialization perspective. Research on Language and Social Interaction, 26(3), 287306.Google Scholar
Ochs, E. (1996). Linguistic resources for socializing humanity. In Gumperz, J. J. and Levinson, S. C. (eds.), Rethinking Linguistic Relativity (pp. 407437). New York, NY: Cambridge University Press.Google Scholar
Ochs, E. and Schieffelin, B. B. (2011). The theory of language socialization. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.), The Handbook of Language Socialization (pp. 121). Malden, MA: Blackwell.Google Scholar
Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.Google Scholar
Rampton, M. B. H. (1990). Displacing the “native speaker”: expertise, affiliation, and inheritance. ELT Journal, 45(2), 97101.Google Scholar
Riley, K. (2011). Language socialization and language ideologies. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.), The Handbook of Language Socialization (pp. 493514). Malden, MA: Blackwell.Google Scholar
Romaine, S. and Lange, D. (1991). The use of like as a marker of reported speech and thought: a case of grammaticalization in progress. American Speech, 66(3), 227279.Google Scholar
Singh, G. and Richards, J. C. (2009). Teaching and learning in the course room. In Burns, A. and Richards, J. C. (eds.), Cambridge Guide to Second Language Teacher Education (pp. 201208). New York, NY: Cambridge University Press.Google Scholar
Talmy, S. (2015). A language socialization perspective on identity work of ESL youth in a superdiverse high school classroom. In Markee, N. (ed.), The Handbook of Classroom Discourse and Interaction (pp. 353368). Malden, MA: Wiley.Google Scholar
Wright, T. (2010). Second language teacher education: review of recent research on practice. Language Teaching, 43(3), 259296.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×