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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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Park, Hyechong. "Framing Academic Socialization of International Undergraduates in an American University: A Critical Ethnographic Study." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245434397.
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Ingemarsson, Helena. "Flerspråkiga elevers språkutveckling i svenska : Det dubbla uppdraget för elever och lärare." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42933.
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Syftet med studien är att undersöka hur några lärare i grundskolan beskriver flerspråkiga elevers hinder och möjligheter i sin andraspråksutveckling i svenska och försöka förstå hur de arbetar med dessa elevers språkutveckling. Denna studie bidrar med kunskap och förståelse kring: andraspråkselevers språkutveckling, deras dubbla uppgifter att både lära sig undervisningsspråket och innehållet, hur vi tillsammans i skolans värld kan undanröja hinder och möjliggöra en god språk- och kunskapsutveckling. Data har samlats in genom halvstrukturerade intervjuer med fyra lärare som tillsammans representerar tre skolområden. Undersökningen är kvalitativ med en sociokulturell ansats där språket, redskapens redskap, står i fokus. Sammanfattningsvis visar resultaten att lärarna lägger stor vikt vid undervisning av ord, begrepp och förståelse. Tid och engagemang läggs på att: skapa relationer med eleverna, planera upp och bedriva språkförebyggande undervisning, som de ser gynnar och har betydelse för andraspråkselevers språkutveckling i svenska. Detta resultat framkommer även i andra studier som jag tagit del av. Med flerspråkiga elever menas elever som lär sig behärska fler än ett språk. Begreppen förstaspråk och andraspråk förkortas L1 och L2. Där L står för language och handlar om den ordningsföljd barnet lär sig språket, och har inget att göra med behärskningsgraden (Abrahamsson & Bylund, 2012).The purpose of the study is to investigate how some teachers in primary school describes multilingual students’ obstacles and opportunities in their second language development in Swedish and try to understand how the teachers work with these students' language development. This study contributes with knowledge and understanding of: second language learners’ language development, their dual assignment to both learn the language and content, how we in education can remove barriers and allow a good language- and knowledge-development. Data were collected through semi-structured interviews with four teachers who together represent three school areas. The study is qualitative with a socio-cultural approach in which language, the gear tools, are the focus. In summary, the results show that the teachers put great emphasis in teaching words, concepts and understanding. Time and dedication is put on: creating relations with the students, planning and conduct up language teaching prevention, which they see benefits and are important for second language learners’ language development in Swedish. This result is also indicated in other studies that I have read. Multilingual pupils mean students learning to master more than one language. The terms First language and Second language shortened L1 and L2. Where L stands for language and the figure is about the order the child learns the language, and has nothing to do with mastery level (Abrahamsson & Bylund, 2012).
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Betts, Stephen Thomas. ""General Conference talk": Style Variation and the Styling of Identity in Latter-day Saint General Conference Oratory." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7519.
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Despite its exceptional importance as a cultural performance event in the Church of Jesus Christ of Latter-day Saints, General Conference has received little attention in Mormon studies, to say nothing of sociolinguistics. Situated within the larger question of how the public language of Mormon authorities has changed over time, this thesis seeks to discover style features of what impressionistically appears to be a unitary General Conference style since 1960 (the era of church "Correlation"). Statistical analysis is then used to determine which of five sociolinguistic factors and three pairwise interactions between four of the five sociolinguistic factors most saliently conditions the use of these style features in General Conference. Findings indicate that older male speakers are more likely to perform the majority of these style features, which opens the possibility that a new style may be emerging. Finally, this study attempts to give a theoretical account of style in General Conference by appealing to Alan Bell's (1984; 2001) "audience design" framework, and Nikolas Coupland's (2007) refinement of Bauman's cultural performance theory. The unique conditions of General Conference are best described as a "high performance event" in which speakers converge stylistically on an uncharacteristically present "in-group referee," namely the General Authorities of the church present in the LDS Conference Center during the live broadcast of General Conference.
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Lipembe, Pembe Peter Agustini. "Exploring the micro-social dynamics of intergenerational language transmission :a critical analysis of parents's attitudes and language use patterns among Ndamba speakers in Tanzania." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5270_1297836275.
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The study has several implications
for general theoretical traditions it highlights the point that ambivalent attitudes and incomplete language use are responsible for gradual language decline. Previous studies while acknowledging the role of community based, intuitive conditions on language maintenance and shift, did not show how the process occurred. For policy the study aims toward sensitizing policy makers and raise their awareness about the dire situation in which minority languages currently are in. This would ensure that politicians, bureaucrats, and other state authorities could implement policy decisions that guarantee protection of minority languages and enhance their vitality. One policy strategy that could ensure revitalization of minority languages would be to include them in the school curriculum as supplementary approach to the effort of the home and the community, as McCarty (2002, quoted in Recento, 2006) observes that schools
[&hellip
] can be constructed as a place where children can be free to be indigenous in the indigenous language &ndash
in all of its multiple and everchanging meanings and forms.
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Åhlund, Anna. "Swedish as multiparty work : Tailoring talk in a second language classroom." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115855.
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This dissertation examines classroom conversations involving refugee and immigrant youth in a second language (L2) introduction program, exploring how L2 Swedish emerges as a multiparty accomplishment by both the teacher and the students. Drawing on forty hours of video-recorded Swedish L2 classroom conversations, as well as on observations and informal interviews, it focuses on talk as a form of social action. Theoretically and methodologically, the dissertation primarily combines insights from language socialization and social constructionist frameworks and detailed transcriptions informed by conversation analysis. Study I documents how schooled Swedish as a second language (SSL) student identities emerged as performative effects of how the students in school activities were addressed as “ethnic” students, and how they managed to handle, adopt, and contest being positioned as the Other. Study II records classroom performances and the formation of a community of practice. The analyses cover how students’ verbal improvisations (repetitions, stylizations, and laughter) and alignments to local registers authenticate SSL identities. The findings show how stylizations were important resources for metalinguistic reflections on correctness, and for the establishment of a local language ideology. Study III documents the interactional nature of classroom repair work. Detailed analyses of correction sequences and trajectories show that both the teacher and the students produced ambiguous other-corrections, illuminating the intricate multiparty work in correction trajectories. In brief, this dissertation illuminates multiparty aspects of classroom L2 socialization. The analyses of classroom talk show how both teacher and student investments in language competencies and local ideologies of correct Swedish or style, as well as participation and identity work, are co-constructed through participants’ tailoring of talk.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Accepted.
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Westling, Isabelle. "Deutscher, Ex-DDR-Bürger oder Ossi? : Identifikation und Selbstbild der Ostdeutschen -30 Jahre nach der Wiedervereinigung." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80707.
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In 1990, Germany once again became a reunited country after the collapse of the socialistic German Democratic Republic [GDR]. Although most of the East Germans were positive about the reunification, the consequences of their transformation into the West German system came as a shock to many. The current study examines what successful and unsuccessful socialization processes look like, how identities are constructed, and why work, family, and free-time activities are important. More specifically, the study focuses on what these elements looked like in the GDR. Research shows that many East Germans had troubles adjusting to the new type of society after the reunification. Together, the results of this study demonstrate that there are still significant differences on several factors between East and West Germans today. Discrepancies continue to exist in integration and work, with the unemployment rate in the East of Germany still being higher than in the West. In terms of identity construction, even after 20 years since the reunification (in 2009) over 50% of the East Germans still identified themselves as “East Germans” rather than “Germans”. Values also differ, with East Germans tending to value social security more than West Germans and maintaining higher expectations for the involvement of the government. These differences can be traced back to socialistic socialization processes in East Germans and shows how the GDR continues to affect the identities and integration of East Germans.
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Oesterle, Heidi. "International adoption : cultural socialization and identity development." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1672.
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Meek, Barbra Allyn. "Kaska language socialization, acquisition and shift." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/290390.
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Language maintenance and re-creation are burning issues for many indigenous communities around the world. Child language acquisition and socialization are processes integral to understanding these issues. In order to design realistic language recreation projects, research must first address the many factors impacting the acquisition and maintenance of a language by children. This dissertation shows how different contexts, historical, environmental, interactional, relate to Kaska language socialization and acquisition. Kaska is a Northern Athabaskan language spoken in the Yukon Territory (Canada). In particular, it shows how the shift from Kaska being a language of everyday communication to one associated with authority and respect constrains children's Kaska production. To examine this shift, a combination of linguistic and ethnographic methods are used. Linguistic description identifies the grammatical structures of the target language. These are the structures that children need to acquire in order to be able to understand and speak the Kaska language. Additionally, grammatical description of adult utterances reveals that children are being exposed to a full Kaska grammar. This suggests that children may understand more Kaska than they produce. Ethnographic methods identify the social constraints on speaking the Kaska language and help establish links between interaction patterns and ideological constructs. They reveal that language choice is related to a speaker's age and social position. Older interlocutors may choose to speak Kaska while younger interlocutors typically choose English. Children have incorporated this pattern into their playgroups. By producing a Kaska utterance, a child may become leader of the playgroup. He or she uses Kaska to attain this social position. Speaking Kaska is also related to the concept of respect. Narratives on socialization emphasize this by instructing children on how to behave respectfully. While children are exposed to an adult Kaska grammar, they predominantly speak English. This pattern is not just the result of past assimilationist practices; it is part of Kaska language socialization.
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Fellin, Luciana. "Language ideologies, language socialization and language revival in an Italian alpine community." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279819.
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This study is set within a national context which pointed to "a drastic decay of dialects" on the Italian peninsula, and a broader European one which indicated a resurgence of minority languages on the continent. It investigates the ideologies and practices of child language socialization of speakers belonging to a small multilingual community in the Italian Alps to determine if the community is experiencing a dialect revival, and if so, what forms such a process is taking. My analysis focuses on (1) community members' explicit theories on the community codes' values, functions, and roles in child language socialization; (2) caretaker-child interactions in Italian-oriented homes and in the schools. After years of convergence towards Italian, the community is witnessing a resurgence of its local vernacular Nones. The revival phenomenon is sustained by overt and covert communicative practices. The former include explicit support of the dialect as marker of a rediscovered cultural heritage and local identity, and the promotion of Italian-Nones bilingualism as a cognitive advantage. The latter include practices whereby in Italian contexts speakers switch to the dialect to index authority, community-mandated rights and responsibilities, and both positive and negative affect. Also, the community has witnessed the rise of "prestigious practices" which elevate the status of Nones from dialect to language. These consist in speakers' use of the dialect in more prestigious domains and for higher order functions that in a recent past were strictly reserved to Italian. Finally, the sum of overt and covert practices contribute to a resurgence of the dialect supporting its vitality and transmission.
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Rizvi, Sadaf. "A Muslim girls' school in Britain : socialization and identity." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670074.
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Chen, Clair. "Language use and language socialization in bilingual homes in Inuit communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0028/MQ37105.pdf.
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Pujiastuti, Ani. "Language Socialization in the Workplace: Immigrant Workers’ Language Practice withina Multilingual Workplace." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483727338369289.
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Guardado, José Martín. "Language socialization in Canadian Hispanic communities : ideologies and practices." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/638.
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Recent scholarship has highlighted the importance of supporting home languages for linguistic-minority families in multilingual settings, as the family language is the means through which they can more successfully socialize their children into the beliefs, values, ideologies and practices surrounding their languages and cultures. Although there has been some research examining issues of Spanish acquisition, maintenance and loss in Canada, the language socialization ideologies and practices of Hispanic families have not yet been examined in this context.
This ethnographic study investigated language socialization in immigrant families from ten Spanish-speaking countries residing in Greater Vancouver. Thirty-four families participated, three of which were selected for intensive case study in their homes and in three grassroots community groups. More specifically, the study examined the families’ desires and goals with respect to Spanish maintenance, the meanings they assigned to Spanish, and the processes through which they attempted to valorize Spanish with their children.
The study found that many families formed support groups in order to transmit language and culture to their children. A cross-case analysis revealed that the families further exerted their agency by strategically turning these spaces into “safe houses” to resist assimilation and into venues for the Spanish socialization of their children, which enabled them to also transmit cultural values, such as familism. The families conceptualized Spanish maintenance as an emotional connection to the parents’ selves and as a bridge between the parents’ past and the children’s future. It was also constructed as a key that opened doors, as a bridge for learning other languages, and as a passport to a cosmopolitan worldview. Detailed discourse analyses revealed how the families utilized explicit and implicit directives, recasts, and lectures to socialize children into Spanish language ideologies. These analyses also showed how children at times resisted the parents’ socialization practices, but other times displayed their nascent understanding of their parents’ language ideologies in their own use of cross-code self-repair.
The study offers unique insights into the complexity of L1 maintenance and the dynamics of language socialization in the lives of linguistic minorities and concludes with implications for policy, pedagogy and research.
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Gonzalez, Norma Elaine. "Child language socialization in Tucson: United States Mexican households." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185809.
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Previous studies in child language socialization have adopted the approach of studying how children become competent members of their social groups through the use of language. This study began as an attempt to study child language socialization within selected Tucson U.S. Mexican households within this prevailing paradigm. During the course of fieldwork, it was found that the complexities of Borderlands structural and hegemonic relationships could not be adequately addressed within a theoretical assumption of homeostatic and monosemic communities. The ambiguities of "Mexican-ness" do not provide a consensually agreed upon or collectively implicit framework for language socialization. Instead, fluid domains are contested and negotiated as language socialization is construed as a constitutive process of "selfhood" for the child. Rather than replicating and reproducing previously transmitted information, certain parents and caregivers were found to actively engage in constructing an ethos for their own childhood experiences. Multivocality within multiple interactive spheres was identified as parents and caregivers often alternated between symbolic resistance and opposition, and accomodation. Additionally, an affective base for language socialization is postulated. An "emotion of minority status" that is structurally constituted and embedded within regional hegemonic relations is presented as a formative backdrop for children in this population. The essential methodology involved lengthy ethnographic observations coupled with audiocassette recordings of naturally occurring speech. Caregivers were supplied with tape recorders and cassettes and were asked to record interaction within the households, specifically at mealtime, bed time and homework sessions. In-depth open-ended interviews were taped with parents, and in some cases, grandparents, regarding their own perceptions of child-rearing, language habits, and value orientations. Extensive household histories, detailing residential, labor and family history, were also collected.
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Pople, Jan. "Acquiring communicative competence : a case study of language socialization /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19882452.
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Perez, Rivera Marie Belle. "Dichos and Consejos, Ethnic Identity, and Emotion Socialization in Latina Mothers." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/37856.
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Dichos and consejos, the messages passed on intergenerationally within Latino communities, are an influential aspect of Latino culture. The purpose of this study was to examine associations between ethnic identity and Latina mothersâ interpretations of dichos/ consejos. I also investigated if and how ethnic identity and/ or interpretations of dichos and consejos predicted Latina mothersâ emotion socialization beliefs and behaviors. Further, I explored whether maternal education was associated with ethnic identity, interpretations of dichos/consejos, and emotion socialization. Forty Latina mothers of daughters aged 4 â 12 years participated by completing questionnaires on their demographics, ethnic identity, and emotion socialization beliefs and behaviors. Mothers also engaged in a 15-minute interview to assess their interpretations of dichos and consejos. Correlations showed that ethnic identity was not significantly related to interpretations of dichos/consejos. Both ethnic identity and traditionality in helpful dichos were associated with stronger belief that emotions can be dangerous, which in turn was related to both supportive and non-supportive reactions to daughtersâ negative emotions. Mothers with less education reported stronger beliefs that emotions can be dangerous, more supportive and non-supportive reactions to daughtersâ negative emotions, and greater likelihood of using more traditional non-helpful dichos to advise other mothers. Regression analyses demonstrated that ethnic identity predicted mothersâ belief that emotions can be dangerous even after controlling for maternal education and number of children in the family. After controlling for maternal education, there was a trend for mothers who passed on more traditional non-helpful dichos to their daughters to react in less supportive ways to their daughtersâ negative emotions. Results suggest that understanding Latina womenâ s ethnic identity and social location will be helpful for researchers and educators seeking to assess and promote culturally sensitive emotion socialization practices.Ph. D.
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Son, Jeonghye. "Language socialization in the post-colonial Korean diaspora in Japan : language ideologies, identities, and language maintenance." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61310.
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This ethnographic research investigates Korean language socialization within the Korean resident (Zainichi Korean) community in Japan, particularly focusing on the community connected to Chongryun (pro-North Korean organization) schools. That is, this study seeks to find (1) how Korean children in the community of Chongryun schools are socialized to learn and use Korean and (2) how they are socialized through language to culturally significant values, beliefs, and identities that affect their Korean development. To this end, I collected data through participant observation in a Chongryun middle school and school-related events, audio and video-recorded family interactions, and interviews with schoolteachers, students, and parents. The study results show that the younger generation in this community were exposed and socialized into multiple language ideologies that linked the Korean language not only to Korean identity and the space of school, but also to morality (e.g., a good student, patriot), politeness, the status of Chongryun school students, and foreignness/outcast through participating in a variety of interactional practices. Also, in this study I paid attention to the agency of Chongryun school students and found that their socialization outcomes were partial, selective, and situational. In other words, not only did they play a part in reproducing and reinforcing the existing ideologies of language and ethnic boundaries (i.e., Japanese vs. Koreans) but they also contributed to redefining the relationship between the Korean language and Korean identity and reorganizing the evaluative order of Korean varieties. Lastly, I argue that the sociocultural phenomena engendered by globalization (e.g., Korean Wave and power of English) motivated some students to further improve their Korean proficiency on the one hand, but on the other hand, they demotivated others in continuing to study and maintain their Korean abilities in the future.Arts, Faculty of
Asian Studies, Department of
Graduate
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Griswold, Olga V. "Becoming a U.S. citizen second language socialization in adult citizenship classrooms /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1417799071&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Bircher, Lisa S. "PART-TIME DOCTORAL STUDENT SOCIALIZATION THROUGH PEER MENTORSHIP." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1351091479.
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Delgado, Maria Rocio. "SPANISH HERITAGE LANGUAGE SOCIALIZATION PRACTICES OF A FAMILY OF MEXICAN ORIGIN." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195638.
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This ethnographic case study describes the patterns of language socialization and literacy/biliteracy practices and the patterns of language choice and language use of a Spanish heritage bilingual family of Mexican origin from the participant perspective, the emic view, and the research perspective, an etic view. This analysis attempts to broaden the knowledge of how Mexican origin families use language at home by demonstrating how literacy/biliteracy practices (i.e., reading, writing and talk/conversation), language choice (i.e., Spanish, English, code-switching (CS)) and language use (i.e., domains) contribute to reinforce, develop or hinder the use of Spanish as a heritage language. Using ethnographic methodology, this study analyzes the participants' naturally occurring language interactions. Socialization and language learning are seen as intricately interwoven processes in which language learners participate actively.The analysis and discussion is presented in two sections: 1) language socialization in conjunction with literacy practices, and 2) language socialization in conjunction with language choice and CS. Language choice and CS are analyzed by means of conversation analysis theory (CA): the analysis of language sequences of the participants' conversation. The description of the domains (i.e., what participants do with each language and the way they use language) constitutes the basis for the analysis.The findings of this study show that language shift to English is imminent in an environment of reduced contact with parents, siblings, and the community of the heritage language group. Understanding which literacy practices are part of the everyday life of Hispanic households is relevant to the implementation of classroom literacy practices.
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Stiefvater, Andrea L. "Language Socialization in ESL Writing Classes: A Systemic Functional Analysis." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1226983324.
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Thesis (Dr. of Education)--University of Cincinnati, 2008.Advisor: Gulbahar Beckett. Title from electronic thesis title page (viewed Feb.16, 2009). Includes abstract. Keywords: 2nd Language Writing; TESL; EAP; SFL. Includes bibliographical references.
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Spangle-Looney, Shawn. "Communication and socialization profiles in toddlers with expressive language delay." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3843.
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The purpose of this study was to compare expressive communication, receptive communication, and socialization achievement in 18- to 34-month-old ELD toddlers to the same skills in normally-speaking children. The questions this study sought to answer were, how do the three skill areas in ELD toddlers compare with the same skills in normal toddlers?, will ELD subjects evidence specific profiles of deficits involving not only expressive but receptive and social skills as well? and, within the ELD subjects will two subgroups emerge, one group having poor expressive skills only, and a second group having deficits in addition to expression.
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Collins, Dana Lang. "Perceived Parental Ethnic-Racial Socialization as a Predictor of African American Youths' Racial Identity, Critical Conciousness, and Race-Related Stress." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107279.
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Thesis advisor: Janet E. HelmsAfrican American parents engage in ethnic-racial socialization practices, which may foster their youths’ racial identity and critical consciousness development, each of which may decrease youths’ race-related stress. The few studies that have examined the relationships between African American youths’ perceived parental ethnic-racial socialization practices and their racial identity or critical consciousness have used inconsistent conceptualizations of racial identity. No studies have compared the effectiveness of different kinds of perceived parental socialization practices on critical consciousness development, nor has previous research demonstrated that critical consciousness is related to reduced stress. In the present study, the perceived parental strategies of Cultural Socialization and Preparation for Bias were investigated to determine how they were related to racial identity and critical consciousness development. Also, effects of racial identity and critical consciousness on racial stress were studied. African American youths, ages 18-24 years (N=139), completed a demographic questionnaire, perceived ethnic-racial socialization measures, a racial identity measure, critical consciousness measures and a measure of race-related stress. Multivariate multiple regression analyses revealed that parental Cultural Socialization was related to lower levels of Preencounter (conformity), Post-Encounter (confusion), and higher levels of Internalization (self-actualizing) racial identity statuses, and to critical consciousness dimensions of Critical Reflection and Political Efficacy, but lower levels of Critical Action. Parental Preparation for Bias only predicted Preencounter. Critical Reflection was related to high levels of Cultural Race-Related Stress, was negatively related to Institutional Race-Related Stress, and was not related to Individual Race-Related Stress. Each of the other critical consciousness dimensions was related to higher levels of at least one type of race-related stress, rather than lower levels. Immersion/Emersion was related to high levels of all three types of race-related stress. Implications of the findings are that (a) parental Cultural Socialization strategies may be most useful for promoting racial identity and critical consciousness, (b) parental strategies may encourage all aspects of critical consciousness except political action, and (c) with only a couple of exceptions, racial identity and critical consciousness were related to higher stress
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Chao, Chia-Chen. "Conversational skills training with elementary school children: Effectiveness of instruction/rationale and guided practice." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185805.
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Peer relationship plays an important role in the social development of elementary school children. Children who experience interpersonal difficulties are at high risk of adjustment problems in later adolescence and adulthood. Research evidence suggests that these children can benefit from a social skills training program. It is suggested that the training component of instruction/rationale and guided practice in a coaching program serve different functions, respectively, of enhancing social knowledge and of promoting skill performance. The present study evaluates the relative effectiveness of these components on knowledge of conversational skills, conversational skill performance, verbal interaction with peers, peer acceptance, and feeling of loneliness of target children. Thirty-six 3rd- to 5th-grade children who were identified as at least mildly rejected or neglected by their peers and deficient in specific conversational skills were randomly assigned to one of three conditions: (1) instruction/rationale, (2) guided practice, and (3) control. Children in the instruction/rationale condition temporarily increased their skill knowledge, whereas children in the guided practice and control conditions showed no change. Children in the guided practice condition showed a lasting improvement in their conversational skill performance. Both skill training groups showed a delayed increase in their frequency of verbal interaction with peers, whereas children in control group showed no change. Neither control nor skill-trained children changed significantly on sociometric and loneliness measures at both posttest and follow-up. Results are interpreted in terms of a cognitive-social learning viewpoint.
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Jacobs, Jenny Eva. "Language Ideologies and Identity Construction Among Dual Language Youth." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.
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Cross-cultural learning and identity formation are an under-theorized but fundamental aspect of dual language bilingual schools, where heritage speakers and English-only learners of a foreign language are educated together through immersion in both languages (Parkes, Ruth, Anberg-Espinoza & de Jong, 2009; Reyes & Vallone, 2007). Previous research on dual language programs has shown that despite careful program designs to treat each language equally, asymmetries between Spanish and English still play out even in well-implemented programs (Palmer, 2004; Potowski, 2005).
Observation of such inequalities at the Espada School, a highly successful Spanish/English dual language school, spurred the current study, which seeks to explore in greater depth the language ideologies held by youth in such a setting.
In-depth interviews and group discussions were conducted with six middle school students who had attended the school for eight years. Drawing on Foucauldian discourse analysis and sociocultural linguistics (Bucholtz & Hall, 2005; Willig, 2009), the study sought to answer the following questions:
1) What discourses do bilingual youth at a dual language middle school draw on to talk about Spanish and English, and about speakers of each language?
2) How do they deploy these discourses of language for identity-building and world-building?
Three discourses of language were identified. The first, language as utilitarian, emphasizes the functional or practical use of language as a resource or tool. The second, language as internal, constructs language as a skill, proficiency, quality or accomplishment that is located inside the individual person. The last, language as connecting or excluding, treats language as a means of relationship-building and understanding or as leading to division between people. Analysis reveals the ways that these discourses were deployed in different ways by each participant to construct their own identities with respect to their future, their everyday language interactions and their perceptions of the relationship between language and ethnicity.
The study contributes to a theoretical understanding of ethnolinguistic and sociocultural identity formation from a youth perspective. Recommendations are also made for dual language educators interested in expanding the discourses of language available to students as one way of countering the lower status of Spanish.
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Moallemi, Shima. "Expatriation en France et développement de compétences pragmatiques (et) interculturelles. D’une enquête auprès d’Iraniens expatriés à l’expérimentation d’une démarche didactique dans des instituts de FLE à Téhéran." Thesis, Paris 3, 2019. http://bibnum.univ-paris3.fr/webclient/DeliveryManager?pid=323345.
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Se situant au croisement de la pragmatique interculturelle et de la didactique du français langue étrangère (FLE), cette thèse vise à comprendre les enjeux du développement de compétences pragmatiques et interculturelles aussi bien lors d’une expérience d’expatriation (en France ou en Iran) que dans le cadre de l’apprentissage du FLE dans des instituts privés en Iran. Dans un premier temps, des entretiens compréhensifs ont été menés avec des expatriés iraniens habitant en France et des expatriés français habitant en Iran, afin d’identifier les éventuelles difficultés qu’ils rencontrent dans la communication interculturelle et de comprendre leur expérience de socialisation dans une langue étrangère. L’analyse a mis en évidence l’importance des enjeux identitaires dans l’appropriation des normes de politesse en Lx. Trois types de réactions ont pu être identifiés chez les expatriés français et iraniens, à savoir l’adoption de la culture de l’autre, la résistance face à celle-ci, et une sensation d’insécurité interculturelle. Dans une perspective de recherche-action, les résultats obtenus lors de cette enquête ont été utilisés pour l’élaboration d’une séquence didactique destinée à être exploitée auprès des apprenants iraniens de FLE à Téhéran. L’analyse des dynamiques interculturelles qui ont émergé lors de l’exploitation de cette séquence a pu apporter des éclaircissements concernant le rapport à l’altérité chez les apprenants iraniens. Ce rapport se manifeste par un discours positif sur l’autre et négatif sur soi : en d’autres termes, les apprenants prennent leur distance face à la pratique de la politesse en persan (le ta’ârof) et recherchent un idéal chez l’autreLocated at the crossroads of intercultural pragmatics and French as a foreign language (FFL) teaching, this dissertation aims to understand the challenges of developing pragmatic and intercultural skills both during an expatriation experience (in France or in Iran) and in the context of learning French as a foreign language in private institutes in Iran.As a first step, comprehensive interviews were conducted with Iranian expatriates living in France and French expatriates living in Iran in order to identify possible difficulties they encounter in intercultural communication and to understand their experience of socialization in a foreign language. The analysis highlighted the importance of identity issues in the appropriation of politeness norms in Lx. Three types of reactions could be identified among French and Iranian expatriates, namely the adoption of other’s culture, resistance to it and a feeling of intercultural insecurity. In an action-research perspective, the results obtained during this survey were used to develop a didactic sequence to be used with Iranian learners of FFL in Tehran. The analysis of the intercultural dynamics that emerged during the exploitation of this sequence was able to shed light on the relationship to otherness among Iranian learners. This relationship is manifested in a positive discourse about the other and a negative discourse about oneself, in other words, learners distance themselves from the practice of politeness in Persian (ta’ârof) and seek an ideal in the other
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Russell, Maraki. "The Development of Racial Understanding as Told by Black People in America : A Narrative Analysis Regarding Colorblindness, Blackness, and Identity." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109126.
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Thesis advisor: Sara MoormanThesis advisor: Eve Spangler
This research project explores the narratives of how and when young Black people came to understand their race, as well as the implications of it. In order to expand upon the existing studies regarding racial realization and provide specific stories of such instances, qualitative interviews with nine Black people (ages 18-22) were conducted. The upbringings of these young Black people were analyzed in depth in order to provide insight to different types of racial socialization. It was found that both colorblind upbringings and non-colorblind upbringings that center individuals rather than systems of oppression are not helpful in the racial identity formation of young Black people. They both result in the perpetuation of the idea that racially marginalized people should modify their behavior. Additionally, this project exposes some of the reasons why racial realization is often a jarring experience for Black people in America, and in turn, expose some of the ways it can be less so
Thesis (BA) — Boston College, 2021
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Sociology
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Yeboah, Samuel. "SOCIALIZATION AND IDENTITY OF GHANAIAN SECOND GENERATION IMMIGRANTS IN GREATER CINCINNATI, OHIO, USA." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1196786508.
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Mak, Chun-nam, and 麥震嵐. "Language and communication: a sociolinguisticstudy of newcomers' socialization into the workplace." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43224209.
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Cornelius, Crista Lynn. "Language Socialization through Performance Watch in a Chinese Study Abroad Context." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437580040.
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Weeks, Cheri. "Ecosystemic determinants of and Predictive Relations to Racial Identity." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/56646.
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This investigation examined the role that racial concordance, defined as the percentage of African Americans in one's environment, play in the relation between racial socialization and racial identity. African American (n=-160) students evaluated their perception of parental socialization, racial concordance, and racial identity. As hypothesized, racial socialization significantly predicted racial identity. As well, racially concordant environments moderated the relation between racial socialization and racial identity. Minority and cultural socialization were the best predictors of racial identity. Conclusions emphasize the importance of proactive racial socialization and supportive environments. Future research and mental health implications are also examined.Ph. D.
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Vogel, Anja. "Becoming one nation an analysis of language socialization practices and language ideologies in contemporary Berlin classrooms /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383467911&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Burgess, Melissa Faye. ""You Can't Put People In One Category Without Any Shades of Gray:" A Study of Native American, Black, Asian, Latino/a and White Multiracial Identity." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32728.
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This study seeks to explore variations in the development of racial identities for multiracial Virginians in the 21st century by focusing on the roles that physical appearance, group associations and social networks, family and region play in the process. Simultaneously, this study seeks to explore the presence of autonomy in the racial identity development process. Using Michael Omi and Howard Winantâ s racial formation theory as the framework, I argue that
a racial project termed biracialism, defined as the increase in the levels of autonomy in self identification, holds the potential to contribute to transformations in racial understandings in U.S.
society by opposing imposed racial categorization. Through the process of conducting and analyzing semistructured interviews with mixed-race Virginia Tech students I conclude that
variations do exist in the identities they develop and that the process of identity development is significantly affected by the factors of physical appearance, group associations and social
networks, family and region. Furthermore, I find that while some individuals display racial autonomy, others find themselves negotiating between their self-images and societyâ s
perceptions or do not display it at all. In addition to these conclusions, the issues of acknowledging racism, the prevalence of whiteness, assimilation and socialization also emerged
as contributors to the identity development process for the multiracial population.Master of Science
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Goës, Ingelöv. "Language and Identity in Teenage Chatrooms." Thesis, Högskolan Dalarna, Engelska, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2119.
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Burbano-Elizondo, Lourdes. "Language variation and identity in Sunderland." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/3644/.
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This doctoral dissertation reports a study of language variation and identity conducted in Sunderland. The City of Sunderland, in North-east England, is situated about 15 miles to the south of Newcastle. As a result of this proximity to the dominant urban centre in the region, Sunderland people are often identified by outsiders as ‘Geordies’ and their dialect as ‘Geordie’. Even existing accounts of dialect variation in North-east England have often subsumed Wearside into Tyneside. Such representations of Sunderland, its people and dialect, however, are rather problematic given the deeply-rooted rivalry that exists between the inhabitants of the two localities, which have led to a clear divide between Newcastle and Sunderland in terms of identity. Moreover, folk-linguistic evidence also appears to point to the existence of a linguistic ‘divide’ as well. For the study of the language and identity of the Sunderland community, a corpus of data has been collected using the Survey of Regional English methodology (Llamas 1999). This method enables the quick and efficient elicitation of linguistic and attitudinal data. The population sample consists of 32 native informants from Sunderland who are stratified by age and gender. The five accent variables analysed have been selected by exploring the informants’ perceptions of linguistic difference, with the intention of ascertaining whether their awareness of variation between the two varieties is reflected in their actual linguistic usage. The usage of these variables is investigated across the gender and age groups to identify any evidence of change over time and gendered patterns. Furthermore, this study employs a language ideological framework which enables a locally meaningful account of the identified patterns of variation. This entails a close examination of the local identity and the symbols and ideologies whereby Sunderland people establish themselves as a cohesive community. The findings suggest that there are indeed differences between Newcastle and Sunderland in the usage of the variables identified by the speakers; also, it appears that language usage bears a strong link to the way in which speakers identify with, and position themselves in, the community.
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Hardie, Kim. "Lowland Scots : language, politics and identity." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/21284.
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This work looks at the present day situation of Scots language and whether or not there is a link between attitudes towards Scots and nationalism in Scotland. An outline is given of the history of Scots, which was once the most widely used language for administrative as well as literary purposes in Scotland, indicating which factors contributed to its demise. The result of this demise is that today people are very uncertain about the status of Scots and whether to see it as a language or a dialect. An investigation as carried out in Edinburgh to find out to what extent people are familiar with what is meant by Scots language and to see how important it is to the formation of a Scottish identity. The results of this investigation were very interesting as they showed a link between people's knowledge about the concept of Scots language and their political opinions on the Constitutional Question in Scotland. The results demonstrated a difference in attitude and perception between the group informants classified as being in favour of independence and those in favour of the Union. There was a clear discrepancy between the answers of the Independence group to the first part of the Questionnaire and the third part. This discrepancy was not as noticeable in the answers of the other two groups (Unionists and Devolutionists). It also seems to be linked to the perception of the identity of the concept "Scots language".
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Kessell, Nicole. "Migration, Identity, and the Spatiality of Social Interaction in Muscat, Sultanate of Oman." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23164.
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Utilizing Henri Lefebvre’s theory of the production of space as a framework for exploration, this research is concerned with the social and cultural impacts of modernization and international migration to Muscat, Oman focusing on the production of space and its role in the modification and (re)construction of culture and identity in the everyday. While the Omani state is promoting a unifying national identity, Muscat residents are reconstructing and renegotiating culture and identity in the capital city. Individuals are adapting and conforming to, mediating, and contesting both the state’s identity project as well as to the equally, if not more, influential social control that is the culture of gossip and reputation. What’s emerging is a distinctly Muscati culture.
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Lanier, William. "Intentional identity." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:219190d3-1089-4c1f-a9c2-01eac8a0677d.
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If Hob and Nob both read the same newspaper article claiming that a witch has come into town, then the following sentence can be true, even if the article is fabricated and there are no witches: - (1) Hob thinks that a witch has blighted Bob’s mare, and Nob wonders whether she killed Cob’s sow.
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Isbell, Daniel Scott. "Socialization and occupational identity among preservice music teachers enrolled in traditional baccalaureate degree programs." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239420.
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Hudgens, Tanée M. Kurtz-Costes Beth. "Racial socialization and identity across the transition to middle school among African American youth." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2349.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology Developmental. " Discipline: Psychology; Department/School: Psychology.