Relevant bibliographies by topics / Language socialization and identity

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language socialization and identity'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Language socialization and identity"

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Ochs, Elinor. "Constructing Social Identity: A Language Socialization Perspective." Research on Language and Social Interaction 26, no. 3 (July 1993): 287–306. http://dx.doi.org/10.1207/s15327973rlsi2603_3.

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BROWN, J. DAVID. "PREPROFESSIONAL SOCIALIZATION AND IDENTITY TRANSFORMATION." Journal of Contemporary Ethnography 20, no. 2 (July 1991): 157–78. http://dx.doi.org/10.1177/089124191020002002.

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Takei, Noriko, and Matthew Burdelski. "Shifting of “expert” and “novice” roles between/within two languages: Language socialization, identity, and epistemics in family dinnertime conversations." Multilingua 37, no. 1 (January 26, 2018): 83–117. http://dx.doi.org/10.1515/multi-2016-0014.

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AbstractThis article explores the construction and shifting of “expert” and “novice” roles between and within two languages (Japanese and English). Taking a language socialization perspective while drawing upon insights from conversation analysis on epistemics in interaction, it analyzes seven hours of audio recordings of dinnertime talk in a Japanese-speaking immigrant family with a university-aged adult daughter living together in Australia. The analysis identifies several key communicative practices, such as word definitions and repair, which participants deploy in displaying epistemic stances that constitute the self and family members as possessing relatively more or less knowledge and expertise (epistemic status) with respect to these two languages. The findings reveal the dynamics of language socialization in a bilingual/immigrant setting in which the relative roles of expert and novice emerge, shift, and are negotiated in interaction. In conclusion, the findings are discussed in relation to language expertise, power and hierarchy, agency and bidirectional language socialization.
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Friedman, Debra A. "Becoming National: Classroom Language Socialization and Political Identities in the Age of Globalization." Annual Review of Applied Linguistics 30 (March 2010): 193–210. http://dx.doi.org/10.1017/s0267190510000061.

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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.
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Dunkley, Daniel. "Language Socialization and Language Teaching: An interview with Patricia (Patsy) Duff." Language Teacher 37, no. 3 (May 1, 2013): 30. http://dx.doi.org/10.37546/jalttlt37.3-5.

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Sociolinguistics has grown in importance in recent years, and we have become aware of the role of language not just as a means of communication, but also as a creator of social identity. Additionally, in our current globalized world, contact between users of different languages has increased, especially in countries with large immigrant populations. This interview with Dr. Patricia Duff explores the major issues in Language Socialization. Dr. Duff is currently Co-director of the Centre for Research in Chinese Language and Literacy Education at the University of British Columbia, Canada, where she is Professor of Language and Literacy Education. Her primary research activities concern the processes and outcomes of (second) language learning and language socialization in secondary school and university classroom contexts (foreign/second language, bilingual/immersion, mainstream content courses), as well as in workplaces and communities more generally.
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Barwell, Richard. "Learning Mathematics in a Second Language: Language Positive and Language Neutral Classrooms." Journal for Research in Mathematics Education 51, no. 2 (March 2020): 150–78. http://dx.doi.org/10.5951/jresematheduc-2020-0018.

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Research focused on learning mathematics in a 2nd language is generally located in individual 2nd-language contexts. In this ethnographic study, I investigated mathematics learning in 4 different second-language contexts: a mainstream classroom, a sheltered classroom for Indigenous students, a welcome class for new immigrants, and a French-immersion classroom. The study was framed by a view of learning as socialization and the Bakhtinian notion of centripetal and centrifugal language forces. I present 7 socialization events that were particularly salient in 1 or more of the classrooms. For each socialization event, I identify various socialization practices. Based on a comparison of socialization practices in the 4 classrooms, I propose a distinction between language positive and language neutral mathematics classrooms. In language positive mathematics classrooms, students’ socialization into mathematics and language includes explicit attention to different aspects of language use in mathematics. In language neutral mathematics classrooms, the role of language in mathematics tends to be implicit.
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Shestopalova, I. "THE ENGLISH LANGUAGE LEARNING AS A PROCESS OF SOCIALISATION." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2019): 56–59. http://dx.doi.org/10.17721/1728-2217.2019.41.56-59.

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The article is devoted to the problem of socialization of an individual in the process of studying a foreign language, which is a part of multicultural education and is considered as an important tool for a person’s adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of studying a foreign language, not only in terms of the active development of inherent capabilities, abilities, initiative, independence, take place, but also, in terms of assimilating and activating the generally accepted in a society socio-cultural rules and moral norms, which play a crucial role in the process of socialization. Since the main goal of the educational process in foreign languages is the formation of high communicative skills, its contribution to the process of socialization of a person is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other people, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co-exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.Key words: socialization; foreign language; multicultural education; polycultural person; professional socialization
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Rowlett, Benedict J. L. "Second language socialization in the margins: Queering the paradigm." Multilingua 39, no. 6 (November 26, 2020): 631–62. http://dx.doi.org/10.1515/multi-2019-0057.

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AbstractThis article explores aspects of second language socialization with respect to same gender relationships formed in the queer spaces of Siem Reap, a major tourist city in Cambodia. In order to explore the processes of socialization that emerged from ethnographic fieldwork in this setting as a key factor informing these relationship practices, I present an analysis of narrative accounts from interviews with local men. These English speaking Cambodian men describe how their linguistic knowledge (metapragmatic awareness), understanding and participation in these relationship practices developed through their personal engagement in the multilingual queer spaces of the city; spaces in which they meet and befriend tourists from the global north. Departing to some extent from widely espoused notions of identity and community in second language socialization research, this queer analysis seeks to engage more fully with socialization as it relates to the semiotic production of space/time. In this way, I account for how a queering of the language socialization paradigm may afford us greater analytical and interpretive purchase when conducting language research on social practices in the margins.
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Kim, Jean, and Patricia A. Duff. "The Language Socialization and Identity Negotiations of Generation 1.5 Korean- Canadian University Students." TESL Canada Journal 29 (October 3, 2012): 81. http://dx.doi.org/10.18806/tesl.v29i0.1111.

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This article, based on a larger longitudinal multiple-case study of Generation 1.5 Korean-Canadians, explores two female students’ experiences in high school and then university. Foregrounding aspects of language socialization (Duff & Hornberger, 2008) and identity (Norton, 2000) in language-learning and use, the study examines the contextual factors involved in the students' language socialization in and through Korean and English. The findings reveal that through the complex interplay of their past, present, and future “imagined” experiences, the students were socialized into various beliefs and ideologies about language-learning and use, often necessitating the negotiation of investments in their identities in relation to Korean and English. Given the personal backgrounds of these students, coupled with the phenomena of globalization and transnationalism, we suggest that Canadian universities and Generation 1.5 students and their families pay more attention to the students’ linguistic, educational, and social backgrounds, affiliations, and trajectories by underscoring the advantages of bilingualism and biculturalism along with the importance of English for integration into Canadian society and international networks.
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Aryanti, Nina Yudha. "Javanese Cultural Socialization in Family and Ethnic Identity Formation of Javanese Adolescent Migrant at Lampung Province." KOMUNITAS: International Journal of Indonesian Society and Culture 7, no. 2 (June 3, 2015): 251–58. http://dx.doi.org/10.15294/komunitas.v7i2.3624.

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Javanese adolescent migrants interactions in family across generations at multicultural society in Lampung stimulates a dynamic atmosphere for adolescent ethnic identity formation. Through socialization, the adolescent acquires Javanese cultural information as a foundation to develop their ethnic identity. This research aims are to know, find and analyze the cultural socialization aspects in family that support ethnic identity formation of Javanese adolescent migrants in Lampung. Throughout qualitative research, this research showed that socialization and ethnic identity formation in family is based on six themes : (1) family migration history; (2) adopted and referred family culture; (3) family identity development; (4) parenting style and amount of time spend for interaction in family and parents type of job ; (5) language used within the family; and (6) situations that support and obstruct of expression of ethnic identity.
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Dissertations / Theses on the topic "Language socialization and identity"

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Brunn, Michael Vernon. "Language socialization, literacy and cultural identity: The centrality of heritage languages." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186889.

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This is a Life Story project that examined the relationships between the personal and the cultural identities of American Indian persons and their abilities to speak their heritage languages. More specifically, how Heritage Languages influenced the processes of language socialization, literacy acquisition and the formation of the personal and the cultural identities of American Indian children. The premise of the study was that a child's identity, sense of belonging, literacy acquisition and success in school are interrelated aspects of her/his cultural, social, linguistic and political histories. Through the telling of life stories the underpinnings of culture, language, literacy and socialization processes were explicated as fundamental aspects which constituted holistic life experiences for children. The stories revealed how these constructs and processes were formative of their personal and cultural identities. The importance of Heritage Languages was foregrounded as a central feature in these processes. The discussions with the consultants had three sections: (a) their language and socialization contexts and practices from early childhood to adulthood, (b) their remembrances of literacy acquisition, and (c) their notions concerning the importance of and the efficacy of Heritage Languages as central to identity and to the continuance of their cultures. The findings from this project were used to discuss two interrelated concepts. First, the ways in which Heritage Languages were formative of the cultural identities of persons growing up on and around a Reservation. Second, the ways in which Heritage Languages contributed to literacy acquisition and to their social and academic success in school.
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Song, Juyoung. "Language ideologies and identity Korean children's language socialization in a bilingual setting /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1190126864.

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Song, Juyoung. "Language ideologies and identity: Korean children’s language socialization in a bilingual setting." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1190126864.

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Kim, Jean. "Negotiating multiple investments in languages and identities : the language socialization of Generation 1.5 Korean-Canadian university students." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2797.

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The increasing number of immigrants in North America has made Generation 1.5 students--foreign-born children who immigrated to their host country with their first- generation immigrant parents (Rumbaut & Ima, 1988)--a significant population in Canadian and American schools (Fix & Passel, 2003; Gunderson, 2007). Of these students, many enter universities while still in the process of learning English as a second language (ESL). This often presents them with unique educational needs and challenges, which sometimes results in a “deficiency-oriented” view of Generation 1.5 university students (Harklau, 2000). However, much of the immigrant education research has thus far been limited to K-12 students, and the applied linguistics literature on Generation 1.5 university students has mostly examined their experiences within college and university ESL, writing, or composition program settings in the U.S. Therefore, this study addresses the gap in the literature through a qualitative multiple case study exploring the language socialization of seven Generation 1.5 Korean-Canadian university students. Triangulated data were collected over ten months through individual and group interviews with students and three English course instructors, questionnaires, students’ personal writings, and field notes. Drawing on the perspectives of language socialization (Duff & Hornberger, 2008) and language and identity (Norton, 2000), this study examined the contextual factors involved in the students’ language socialization processes and further investigated how these factors affected the students’ investments in languages and identities, as manifested in their everyday practices. The findings suggest that 1) in an ever-changing globalized world, the characteristics, including the educational goals and needs, of today’s Generation 1.5 Korean-Canadian students were considerably different from those of their predecessors; 2) through the complex interplay between their past, present, and future “imagined” experiences, the students were socialized into various beliefs and ideologies about language learning and use, often necessitating negotiations of investments in their identities and in their first, second, and sometimes third languages; and 3) given the diverse backgrounds and linguistic goals of these students, Generation 1.5 language learners should be seen from a “bi/multilingual and bicultural abilities” perspective rather than from a “deficiency-oriented” perspective. The study concludes with implications for policy, research, and pedagogy.
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Simeonova, Marieta Angelova. "Language Socialization at Work: Bulgarian Healthcare Professionals in the Midwestern United States." Cincinnati, Ohio : University of Cincinnati, 2007. http://rave.ohiolink.edu/etdc//view?acc_num=ucin1172683069.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Advisor: Dr. Gulbahar H. Beckett. Title from electronic thesis title page (viewed June 1, 2010). Includes abstract. Keywords: Language socialization; work; identity reconstruction; Bulgarian healthcare professionals; United States. Includes bibliographical references.
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Shima, Hiroshi. "Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308231429.

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Chen, Hsin-I. "Social Networking, Socialization, and Second Language Writers: The Development of New Identities and Literacies." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/232494.

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The availability of Web 2.0 tools and multiple modalities through digital media is promoting a growing renaissance in linguistic diversity and cultural affiliations, providing a cosmopolitan and plurilingual and multicultural landscape for multilingual users. Full participation in these digitally-mediated activities involves not only print-based literacy but also new literacies that are emerging within Internet-mediated social and communicative contexts. In an effort to better understand how these communication technologies can be used to enhance second language acquisition (SLA), this study explores the relationship between social networking and second language (L2) learning. Grounded within theoretical frameworks of an ecological approach to language (van Lier, 2004), second language socialization (Duff, 2008), and new literacies (Lankshear & Knobel, 2006), this dissertation examines use of social networking sites (SNS) by L2 learners/users of English as a group and as individuals over time in social networking communities through a mixed method approach, including quantitative (e.g., survey) and qualitative (e.g., case study) methods. The ultimate goal is not simply to describe the SNS use by L2 users, but to apply the findings to L2 writing pedagogy that can bridge students' in-school and out-of-school literacy practices and to examine the efficacy of that pedagogy. The three interrelated studies are comprised of 1) a survey-based study of SNS literacy practices and L2 learning, 2) a longitudinal case study of two L2 users' SNS-mediated community investment and identity formation, and 3) a study of the efficacy of an SNS-enhanced genre-awareness instructional unit in an ESL writing classroom. Findings show that L2 users, across culturally diverse groups, performed quantitatively and qualitatively differently in social media usage and displayed different culturally-informed patterns of technological affordances. The longitudinal case study on two users shows that the availability of Web 2.0-mediated semiotic resources allows users to perform complex identity work and explore multimodal selves over time. Implications are that L2 users can gain access to, develop new identities in, and acquire social capital in new communities. Results from the pedagogical intervention show that writing instructions using an SNS-enhanced genre-awareness approach can develop critical awareness of genres across both traditional and digital media.
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Pfister, Anne Elaine. "Myths and Miracles in Mexico City: Treatment Seeking, Language Socialization, and Identity among Deaf Youth and their Families." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5549.

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This dissertation research investigates the experience of deafness among deaf youth, adults, and their families in Mexico City, Mexico. Deaf children cannot fully access the spoken languages of their hearing families and mainstream society. Hence, participating families embarked upon extensive treatment-seeking pilgrimages, encountering myths about deaf lifeways and the promise of miracle cures that formed Mexico City's cultural system for coping with childhood deafness. This ethnography uncovers persistent misconceptions in medical and mainstream discourse, including strong recommendations against exposure to sign language, which directly impacted participants' access to relevant communities of practice, the social networks that proved most significant to these families. I used visual data collection methods, including photovoice and personal history timelines, to examine deaf identity. I contrast participants' lived experiences with the effects of the medicalization of deafness to empirically demonstrate the value of sign-based communities of practice for language socialization and the impact of restricted information and stigma. My research outlines the limitations of therapeutic approaches to language and challenges the notion that all children predictably acquire language. My contribution of "treatment-seeking pilgrimages" provides a new concept for examining therapy management as a social practice and I use "ad hoc communities of practice" to illustrate how participants formed social groupings in response to the unanticipated discovery of deafness in their families. Applied outcomes include recommendations suitable for educating medical personnel, public policy actors, educators, and families in early stages of treatment seeking.
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Malave, Guillermo. "Hispanic Parents: A Sociocultural Perspective on Family, Ideology, and Identity." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193933.

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This dissertation presents a qualitative study that features in-depth interviews conducted in homes and the application of critical discourse analysis (CDA) to understand the discourses of Hispanic parents. Observing moments of dialogue between parents and children who participated in some interviews served to understand how parents attempted to influence their children's development of beliefs and values about language and identity. The study examined transcripts of narratives produced by Hispanic parents in 12 families in Arizona and Iowa, most of them immigrants from Mexico whose children were attending primary grades in two public schools. The purpose of the study was to understand the ideological dimensions of parental involvement in education and their socialization practices.The theoretical framework can be described as a sociocultural approach to family, identity and ideology, combined with a critical perspective on language socialization. This sociocultural framework is influenced by Vygotsky's (1927/1997) cultural-historical theory, which provided the lens to look at the cognitive aspects involved in the reproduction of ideologies, and by diverse versions of CDA as formulated by other scholars, such as Fairclough (1995), Gee (2004), and van Dijk (1998). CDA was used to analyze conversational storytelling and argumentation about controversial topics such as bilingual education, the maintenance of Spanish as heritage language, identity, English-only instruction, and official English movements in US. This approach (CDA) was particularly useful to examine texts with reported speech to understand the representation of other people's discourses and of the groups they represent.The findings provide insights into experiences that would affect children's motivation to learn and use Spanish and English, paying attention to processes of ideological influence from diverse sources upon parents' and children's beliefs and attitudes toward those languages. This study has implications for language and educational policies because its findings inform educators about parents' experiences and their perspectives on the education of language minority students. The study is useful to understand not only the parents' perspectives on the education of Hispanic children, but also the ideological dimension of parental involvement in education, especially when the latter includes language socialization of their children towards promoting the development of bilingualism and biliteracy.
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Przymus, Steve Daniel. "Social Semiotics, Education, and Identity: Creating Trajectories for Youth at Schools to Demonstrate Knowledge and Identities as Language Users." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/605221.

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This dissertation is comprised of three teacher-researcher studies carried out with the intention of showing teachers how to move beyond the monolingual paradigm to build upon linguistic and cultural diversity in their everyday practice. The monolingual paradigm is linked to ideologies regarding proficiency in English as the principle means of academic success and citizenship. These studies challenge this traditional way of viewing education by treating learning "as an emerging property of whole persons' legitimate peripheral participation in communities of practice" (Lave, 1991, p. 63), whether these are interest-based communities of practice beyond the classroom or bilingual communities of practice within the classroom. In order to recognize and explain this learning and inform teaching practices, I adopt a social semiotic approach in order to explore how meaning is constructed through language, and also through social interactions with all modern aspects of society, including gesture, image, performance, and music (Kress, 2012; van Leeuwen, 2005). I explore how these interactions allow youth to create diverse identities, beyond immigrant, refugee, limited English proficient, learner, and "other", in three educational arenas: 1) Outside of the classroom in interest-based communities of practice at school, 2) in a secondary dual-language content classroom, and 3) online in an educational transnational telecollaboration project. In all three studies I triangulate quantitative data of student participation and academic achievement with qualitative participant narratives and teacher-researcher observations. What results is insight into the impact of creating multimodal trajectories for youth to perform identities and knowledge as language users in schools, where historically messages of youth's social identities are ascribed in much more constricting ways (Harklau, 2003). Viewing these youth as language users, rather than learners, sends a message to both educators and youth that in education, identity formation trumps skills development, and this can lead to higher expectations, more engaging learning, and opportunities for youth to question race-language educational legacies (Malsbary, 2014; Wenger, 1998).
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Books on the topic "Language socialization and identity"

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Ortaçtepe, Deniz. The development of conceptual socialization in international students: A language socialization perspective on conceptual fluency and social identity. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2012.

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Body language: Sisters in shape, black women's fitness, and feminist identity politics. Philadelphia, Pa: Temple University Press, 2011.

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Duff, Patricia A., and Stephen May, eds. Language Socialization. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02327-4.

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The handbook of language socialization. Malden, MA: Wiley-Blackwell, 2012.

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Joseph, John E. Language and Identity. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230503427.

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Edwards, John. Language and identity. New York, NY: Cambridge University Press, 2009.

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John, Edwards. Language and identity. New York, NY: Cambridge University Press, 2009.

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Thirumalai, M. S. Positions on socialization. Mysore: Central Institute of Indian Languages, 1988.

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Michael, Butler. Language, power and identity. London: Hodder & Stoughton Educational, 1999.

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Unesco. International Council For Philosophy and Humanistic Studies. Language, Identity and Communication. S.l: s.n, 1986.

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Book chapters on the topic "Language socialization and identity"

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Kinginger, Celeste. "Language Socialization and Identity." In Language Learning and Study Abroad, 154–204. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230240766_5.

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Lotherington, Heather. "Chapter 12. Multiliteracies in Springvale: Negotiating Language, Culture and Identity in Suburban Melbourne." In Language Socialization in Bilingual and Multilingual Societies, edited by Robert Bayley and Sandra Schecter, 200–217. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596377-015.

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Langman, Juliet. "Chapter 11. Growing a Bányavirág (Rock Crystal) on Barren Soil: Forming a Hungarian Identity in Eastern Slovakia through Joint (Inter)action." In Language Socialization in Bilingual and Multilingual Societies, edited by Robert Bayley and Sandra Schecter, 182–99. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596377-014.

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Talmy, Steven. "A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom." In The Handbook of Classroom Discourse and Interaction, 353–68. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118531242.ch21.

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Riley, Kathleen C. "Language Socialization." In The Handbook of Educational Linguistics, 398–410. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch28.

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Li, Duanduan. "Pragmatic Socialization." In Language Socialization, 49–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02255-0_5.

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Li, Duanduan. "Pragmatic Socialization." In Language Socialization, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02327-4_5-1.

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Li, Duanduan. "Pragmatic Socialization." In Language Socialization, 1–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02327-4_5-2.

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Howard, Kathryn M. "Language Socialization, Language Ideologies, and Language Shift Among School-Aged Children." In Language Socialization, 169–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02255-0_13.

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Howard, Kathryn M. "Language Socialization, Language Ideologies, and Language Shift Among School-Aged Children." In Language Socialization, 1–13. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02327-4_13-1.

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Conference papers on the topic "Language socialization and identity"

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Yan, Lin. "Language Socialization and Identity in Learning." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.100.

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Jackson, Jane, Cherry Chan Sin Yu, and Tongle Sun. "Language and (Inter)cultural Socialization in Study Abroad (SA) Contexts." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-4.

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Students who participate in a study abroad (SA) program are naturally exposed to new ‘ways of being’ (e.g., unfamiliar linguistic and cultural practices) and as they adjust to the host environment, they may experience acculturative stress and identity confusion (Jackson 2018, 2020). To better understand the challenges facing second language (L2) SA participants, applied linguists in various parts of the world are conducting introspective studies that seek to identify and make sense of factors that can influence L2 socialization and sojourn outcomes (e.g., language proficiency gains, intercultural competence development) (Iwasaki 2019; Jackson 2019). Their work is providing much-needed direction for pedagogical interventions in SA programs (e.g., pre-departure orientations, language and intercultural transition courses) (Jackson and Oguro 2018; Vande Berg, Paige and Lou 2012). This, in turn, is helping institutions of higher education to realize some of their internationalization goals (e.g., the enhancement of language and intercultural development). After explaining contemporary notions of L2 socialization/acculturation and poststructuralist perspectives on identity, this colloquium presented the key findings of three mixed-method, largely qualitative, longitudinal studies that investigated the L2 socialization and identity reconstruction of participants in various short-term SA programs.
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Jawaut, Nopthira, and Remart Dumlao. "From Upland to Lowland: Karen Learners’ Positioning and Identity Construction through Language Socialization in the Thai Classroom Context." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.9-2.

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Karen (or Kariang or Yang) are a group of heterogeneous ethnic groups that do not share common culture, language, religion, or material characteristics, and who live mostly in the hills bordering the mountainous region between Myanmar and neighboring countries (Fratticcioli 2001; Harriden 2002). Some of these groups have migrated to Thailand’s borders. Given these huge numbers of migrant Karens, there is a paucity of research and understanding of how Karen learners from upland ethnic groups negotiate and construct their identities when they socialize with other lowland learners. This paper explores ways in which Karen learners negotiate and construct their identities through language socialization in the Thai learning context. The study draws on insights from discourse theory and ecological constructionism in order to understand the identity and negotiation process of Karen learners at different levels of identity construction. Multiple semi-structured interviews were conducted to gain deeper understandings of this phenomenon between ethnicity and language socialization. The participants were four Karen learners who were studying in a Thai public university. Findings suggest that Karen learners experience challenges in forming their identity and in negotiating their linguistic capital in learning contexts. The factors influencing these perceptions seemed to emanate from the stakeholders and the international community, which played significant roles in the context of learning. The findings also reflect that Karen learner identity formation and negotiation in language socialization constitutes a dynamic and complex process involving many factors and incidences, discussed in the present study. The analysis presented has implications for immigration, mobility, language, and cultural policy, as well as for future research.
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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Suryani, Adi, Soedarso Soedarso, and Setiawan Setiawan. "Language and Identity: Promoting Dolly's Community Identity through Language Use." In Fourth Prasasti International Seminar on Linguistics (Prasasti 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/prasasti-18.2018.6.

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Foussard, Christian, Wim Van Wassenhove, and Cedric Denis-Remis. "Professionalization in Safety : Enhancing Socialization by Eliciting Forms of Identity." In Proceedings of the 31st European Safety and Reliability Conference. Singapore: Research Publishing Services, 2021. http://dx.doi.org/10.3850/978-981-18-2016-8_066-cd.

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D'Ulizia, Arianna, Fernando Ferri, and Patrizia Grifoni. "Socialization and language self-adaptation in digital ecosystems." In MEDES'16: The 8th International Conference on ManagEment of Digital EcoSystems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012071.3012083.

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Guzelbaeva, Guzel Ya. "Religious Socialization Of Muslim Children In The Context Of Homeschooling In Russia." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.47.

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Lukichev, P. N. "Language, Religion And Civic Identity." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.59.

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Doncheva, Liliya. "PSYCHOLOGY OF LANGUAGE LEARNING – MOTIVATION AND LANGUAGE IDENTITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/46.

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Reports on the topic "Language socialization and identity"

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Spangle-Looney, Shawn. Communication and socialization profiles in toddlers with expressive language delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5715.

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Dahm, Pamela. Communication and socialization skills of three year olds with a history of language delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5752.

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Midford, Nicole. Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6496.

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Bonder, Linda. Identity Construction and Language Use by Immigrant Women in a Microenterprise Development Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3013.

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Peterson, Jay. Ethnic and Language Identity Among a Select Group of Vietnamese-Americans in Portland Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7179.

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Basu, Alaka, and Sajeda Amin. Some preconditions for fertility decline in Bengal: History, language identity, and an openness to innovations. Population Council, 2000. http://dx.doi.org/10.31899/pgy6.1043.

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Jung, Su-Jin. Social Capital and Cultural Identity for U.S. Korean Immigrant Families: Mothers' and Children's Perceptions of Korean Language Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2919.

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Xiang, Li. Survive or Thrive: A Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5510.

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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.
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