Hostname: page-component-cd9895bd7-jn8rn Total loading time: 0 Render date: 2024-12-23T09:30:50.198Z Has data issue: false hasContentIssue false
  • English
  • Français

Becoming National: Classroom Language Socialization and Political Identities in the Age of Globalization

Published online by Cambridge University Press:  27 July 2010

Debra A. Friedman
Get access Rights & Permissions [Opens in a new window]

Abstract

Although schools have long been recognized as primary sites for creating citizens of the modern nation-state, in recent years traditional assimilationist and exclusionist notions of national identity have been challenged by competing values of multiculturalism, hybridity, and transnationalism. This article surveys recent language socialization research that has examined classrooms as sites for socializing novices into political identities associated with membership in a national or transnational community. It explores five broad themes: (a) socialization into the national language, (b) socialization of immigrants, (c) socialization into new forms of national identity, (d) socialization of minority political identities within nation-states, and (e) socialization and transnational identities. The survey concludes with a review of the contributions of a language socialization approach to the study of these issues as well as suggested directions for future research.

Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 30 , March 2010 , pp. 193 - 210
Copyright
Copyright © Cambridge University Press 2010

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

Alvarez, R. R. Jr. (1995). The Mexican-US border: The making of an anthropology of borderlands. Annual Review of Anthropology, 24, 447–470.CrossRefGoogle Scholar
Anderson, B. R. (1991). Imagined communities: Reflections on the origin and spread of nationalism (2nd ed.). London: Verso.Google Scholar
Augsburger, D. (2004). Language socialization and shift in an isthmus Zapotec community of Mexico. Unpublished doctoral dissertation, University of Pennsylvania.Google Scholar
Baquedano-López, P. (2001). Creating social identities through doctrina narratives. In Duranti, A. (Ed.), Linguistic anthropology: A reader (pp. 343–358). Malden, MA: Blackwell.Google Scholar
Baquedano-López, P., & Kattan, S. (2007). Growing up in a multilingual community: Insights from language socialization. In Auer, P. & Wei, L. (Eds.), Handbook of multilingualism and multilingual communication (pp. 59–100). Berlin, Germany: Mouton de Gruyter.Google Scholar
Bayley, R., & Schecter, S. (Eds.). (2003). Language socialization in bilingual and multilingual societies. Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Blommaert, J., & Verschueren, J. (1998). The role of language in European nationalist ideologies. In Schieffelin, B. B., Woodward, K. A., & Kroskrity, P. V. (Eds.), Language ideologies: Practice and theory (pp. 189–210). New York: Oxford University Press.CrossRefGoogle Scholar
Dewey, J. (1966). Democracy and education. New York: Free Press. (Original work published 1916)Google Scholar
Duff, P. (1995). An ethnography of communication in immersion classrooms in Hungary. TESOL Quarterly, 29, 505–537.CrossRefGoogle Scholar
Duff, P. (1996). Different languages, different practices. Socialization of discourse competence in dual-language school classrooms in Hungary. In Bailey, K. & Nunan, D. (Eds.), Voices from the language classroom: Qualitative research in second language acquisition (pp. 407–433). New York: Cambridge University Press.Google Scholar
Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference. An ethnography of communication in the high school mainstream. Applied Linguistics, 23, 289–322.CrossRefGoogle Scholar
Echeverria, B. (2003). Schooling, language, and ethnic identity in the Basque Autonomous Community. Anthropology and Education Quarterly, 34, 351–372.CrossRefGoogle Scholar
Fellin, L. (2001). Language ideologies, language socialization, and language revival in an Italian Alpine community. Unpublished doctoral dissertation, University of Arizona.Google Scholar
Friedman, D. (2006). (Re)imagining the nation: Language socialization in Ukrainian classrooms. Unpublished doctoral dissertation, University of California, Los Angeles.Google Scholar
Friedman, D. (2010). Speaking correctly: Error correction as a language socialization practice in a Ukrainian classroom. Applied Linguistics, 31, 346–367.CrossRefGoogle Scholar
García Sánchez, I. M. (2009). Moroccan immigrant children in a time of surveillance: Navigating sameness and difference in contemporary Spain. Unpublished doctoral dissertation, University of California, Los Angeles.Google Scholar
Garrett, P. (2006). Language socialization. In Brown, K. (Ed.), Encyclopedia of language and linguistics (2nd ed., Vol. 6, pp. 604–613). Amsterdam: Elsevier.CrossRefGoogle Scholar
Garrett, P. B., & Baquedano-López, P. (2002). Language socialization: Reproduction and continuity, transformation and change. Annual Review of Anthropology, 31, 339–361.CrossRefGoogle Scholar
Garza, A. V., & Crawford, L. (2005). Hegemonic multiculturalism: English immersion, ideology, and subtractive schooling. Bilingual Research Journal, 29, 599–619.CrossRefGoogle Scholar
Gellner, E. (1983). Nations and nationalism. Ithaca, NY: Cornell University Press.Google Scholar
Golden, D. (2001). “Now, like real Israelis, let's stand up and sing”: Teaching the national language to Russian newcomers in Israel. Anthropology and Education Quarterly, 32, 52–79.CrossRefGoogle Scholar
González, N. (2001). I am my language: Discourses of women and children in the borderlands. Tucson: University of Arizona Press.CrossRefGoogle Scholar
Griswold, O. V. (2007). Becoming a United States citizen: Second language socialization in adult citizenship classrooms. Unpublished doctoral dissertation, University of California, Los Angeles.Google Scholar
Harklau, L. (2000). From the “good kids” to the “worst”: Representations of English language learners across educational settings. TESOL Quarterly, 34, 35–57.CrossRefGoogle Scholar
Harklau, L. (2003). Representational practice and multi-modal communication in U.S. high schools: Implications for adolescent immigrants. Bayley, In R. & Schecter, S. (Eds.), Language socialization in bilingual and multilingual societies (pp. 83–97). Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Howard, K. (2003). Language socialization in a northern Thai bilingual community. Unpublished doctoral dissertation, University of California, Los Angeles.Google Scholar
Howard, K. (2004). Socializing respect at school in northern Thailand. Working Papers in Educational Linguistics, 20, 1–30.Google Scholar
Howard, K. M. (2009). “When meeting Khun teacher, each time we should show respect”: Standardizing respect and politeness in a northern Thai classroom. Linguistics and Education, 20, 254–272.CrossRefGoogle Scholar
Jaffe, A. (1993). Obligation, error and authenticity: Competing cultural principles in the teaching of Corsican. Journal of Linguistic Anthropology, 3, 99–114.CrossRefGoogle Scholar
Jaffe, A. (1996). The second annual Corsican spelling contest: Orthography and ideology. American Ethnologist, 23, 816–835.CrossRefGoogle Scholar
Jaffe, A. (1999). Ideologies in action: Language politics on Corsica. Berlin, Germany/New York: Mouton de Gruyter.CrossRefGoogle Scholar
Jaffe, A. (2003). Talk around text: Literacy practices, cultural identity and authority in a Corsican bilingual classroom. International Journal of Bilingual Education and Bilingualism, 6, 202–220.CrossRefGoogle Scholar
Kearney, M. (1995). The local and the global: The anthropology of globalization and transnationalism. Annual Review of Anthropology, 24, 547–565.CrossRefGoogle Scholar
Kroger, J. (2004). Identity in adolescence: The balance between self and other. New York: Routledge.Google Scholar
Kulick, D., & Schieffelin, B. B. (2004). Language socialization. In Duranti, A. (Ed.), A companion to linguistic anthropology. (pp. 349–368). Malden, MA: Blackwell.Google Scholar
Kunan, A. J. (2009). Politics and legislation in citizenship testing in the United States. Annual Review of Applied Linguistics, 29, 37–48.CrossRefGoogle Scholar
Lam, W. S. E. (2003). Second language literacy and identity formation on the Internet: The case of Chinese immigrant youth in the U.S. Unpublished doctoral dissertation, University of California, Berkeley.Google Scholar
Lam, W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology, 8, 44–65.Google Scholar
Lam, W. S. E. (2008). Language socialization in online communities. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (2nd ed., pp. 301–311). New York: Springer.Google Scholar
Langman, J. (2002). Mother-tongue education versus bilingual education: Shifting ideologies and policies in the Republic of Slovakia. International Journal of the Sociology of Language, 154, 47–64.Google Scholar
Levinson, B. A. U. (2005). Citizenship, identity, democracy: Engaging the political in the anthropology of education. Anthropology and Education Quarterly, 36, 329–340.CrossRefGoogle Scholar
Lotherington, H. (2003). Multiliteracies in Springvale: Negotiating language, culture and identity in suburban Melbourne. In Bayley, R. & Schecter, S. (Eds.), Language socialization in bilingual and multilingual societies (pp. 200–217). Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Mitchell, K. (2001). Education for democratic citizenship: Transnationalism, multiculturalism, and the limits of liberalism. Harvard Educational Review, 71, 51–78.CrossRefGoogle Scholar
Moore, L. (2004). Learning languages by heart: Second language socialization in a Fulbe community. Unpublished doctoral dissertation, University of California, Los Angeles.Google Scholar
Moore, L. (2006). Learning by heart in Qur'anic and public schools in northern Cameroon. Social Analysis, 50, 109–126.CrossRefGoogle Scholar
Ochs, E. (1988). Culture and language development. Cambridge, UK: Cambridge University Press.Google Scholar
Ochs, E. (1992). Indexing gender. In Duranti, A. & Godwin, C. (Eds.), Rethinking context (pp. 335–358). New York: Cambridge University Press.Google Scholar
Ochs, E. (1993). Constructing social identity: A language socialization perspective. Research on Language and Social Interaction, 26, 287–306.CrossRefGoogle Scholar
Ochs, E. (1996). Linguistic resources for socializing humanity. In Gumperz, J. J. & Levinson, S. C. (Eds.), Rethinking linguistic relativity (pp. 407–437). Cambridge, UK: Cambridge University Press.Google Scholar
Ochs, E. (2002). Becoming a speaker of culture. In Kramsch, C. (Ed.), Language socialization and language acquisition: Ecological perspectives (pp. 99–120). New York: Continuum Press.Google Scholar
Olneck, M. (2004). Immigrants and education. In Banks, J. A. & McGee, C. A. Banks (Eds.), Handbook of research on multicultural education (pp. 310–331). San Francisco, CA: Jossey-Banks.Google Scholar
Paugh, A. (2001). “Creole day is every day”: Language socialization, shift, and ideologies in Dominica, West Indies. Unpublished doctoral dissertation, New York University.Google Scholar
Paugh, A. (2005). Multilingual play: Children's code-switching, role play, and agency in Dominica, West Indies. Language in Society, 34, 63–86.CrossRefGoogle Scholar
Resnik, J., Sabar, N., & Shapira, R. (2001). Absorption of CIS immigrants into Israeli schools: A semipermeable enclave model. Anthropology and Education Quarterly, 32, 424–436.CrossRefGoogle Scholar
Sandel, T. T. (2003). Linguistic capital in Taiwan: The KMT's Mandarin language policy and its perceived impact on language practices of bilingual Mandarin and Tai-gi speakers. Language in Society, 32, 523–551.CrossRefGoogle Scholar
Schecter, S. R., & Bayley, R. (2002). Language as cultural practice: Mexicanos en el norte. Mahwah, NJ: Erlbaum.Google Scholar
Schieffelin, B. B. (1990). The give and take of everyday life: Language socialization of Kaluli children. New York: Cambridge University Press.Google Scholar
Schieffelin, B. B., & Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163–91.CrossRefGoogle Scholar
Talmy, S. (2008). The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality, and identity in L2 socialization. Applied Linguistics, 29, 619–644.CrossRefGoogle Scholar
Talmy, S. (2009a). A very important lesson: Respect and the socialization of order(s) in high school ESL. Linguistics and Education, 20, 235–253.CrossRefGoogle Scholar
Talmy, S. (2009b). Forever FOB?: Resisting and reproducing the Other in high school ESL. In Reyes, A. & Lo, A. (Eds.), Beyond yellow English: Toward a linguistic anthropology of Asian Pacific America (pp. 347–365). New York: Oxford University Press.CrossRefGoogle Scholar
Vogel, A. (2008). Negotiating German identities in classroom interaction: An analysis of pronoun use. In Backman, D. & Sakalauskaite, A. (Eds.), Ossi Wessi (pp. 143–170). Newcastle, UK: Cambridge Scholars.Google Scholar
Vogel-Langer, A. (2008). Becoming one nation: Explorations into language use and identity formation of German's post- and preunification generations. Saarbruecken, Germany: VDM Verlag Dr. Mueller.Google Scholar
Watson-Gegeo, K. A. (2004). Mind, language, and epistemology: Toward a language socialization paradigm for SLA. Modern Language Journal, 88, 331–350.CrossRefGoogle Scholar
Weber, E. (1976). Peasants into Frenchmen: The modernization of rural France, 1870–1914. Stanford, CA: Stanford University Press.CrossRefGoogle Scholar
Woolard, K. A., & Schieffelin, B. B. (1994). Language ideology. Annual Review of Anthropology, 23, 55–82.CrossRefGoogle Scholar
Zuengler, J., & Cole, K. (2005). Language socialization and second language learning. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 301–316). Mahwah, NJ: Erlbaum.Google Scholar