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Journal articles on the topic 'Language socialization and identity'
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1
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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Belényi, Emese, and Gábor Flóra. "Linguistic Socialization and Identity in Ethnic Hungarian Deaf Families in Romania." Central European Journal of Educational Research 2, no. 3 (November 30, 2020): 46–54. http://dx.doi.org/10.37441/cejer/2020/2/3/8529.
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Ethnic minority Deaf people form a social group whose members often share complex and multiple cultural backgrounds. This research explores linguistic socialization and identity development in ethnic Hungarian Deaf families living in a multi-cultural region of Romania, examining the identity related aspects of the family formation and the transmission of identity to children in ethnically homogenous (Hungarian) or heterogeneous (Hungarian-Romanian) families founded by Deaf spouses. Methodologically the research is based on survey among members of the ethnic Hungarian Deaf community in Bihor County and their ethnic Romanian spouses, career interviews with Hungarian Deaf Special School graduates and family case studies of two or three generation Deaf families. The research results reveal that the ethnic homogeneity of Deaf family partners is a key factor in handing down to children the Hungarian ethnic-national identity and the Hungarian sign language / oral language knowledge. The research findings also highlight the fact that within family interactions involving three generations where Deaf and hearing, ethnic minority and ethnic majority family members are present, specific, multifaceted communication models may prevail, and pathways and modes of identity transmission with particular characteristics may occur.
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Sánchez-Martín, Cristina. "Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality." Journal of Multilingual Education Research 10 (2020): 63–84. http://dx.doi.org/10.5422/jmer.2020.v10.63-84.
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With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity.
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Cekaite, Asta. "Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom." Language in Society 41, no. 5 (November 2012): 641–70. http://dx.doi.org/10.1017/s0047404512000681.
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AbstractThe present study explores a child, language, and cultural novice's affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexicogrammatical and embodied organization of the novice's affectively charged noncompliant responses to (teacher) instructional directives, and the teachers' socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.Longitudinal tracking of the novice's stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the student's affective stances and the teachers' socializing responses were consequential for the emergence of her “bad subject,” that is, her socioculturally problematic identity (from a “resigned” to an “oppositional” student who was “unwilling” to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities. (Language socialization, language novice, affective stance, teacher-student interactions, directive sequences, embodiment, volition)*
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Shestopalova, I., and K. Potapenko. "SOCIALIZING ASPECTS OF DISCIPLINE "FOREIGN LANGUAGE"." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 34–37. http://dx.doi.org/10.17721/2616-7786.2018/4-1/8.
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The article is devoted to the problem of socialization of an individual in the process of foreign language learning, 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 a foreign language learning, not only the active development of natural resources, abilities, initiative, independence, take place, but also, assimilation of generally accepted in a society socio- cultural rules and moral norms, which plays a crucial role in the process of socialization is activated. Since the main goal of the educational process in foreign languages is the formation of the very communicative skills, its contribution to the process of socialization of a man 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 peoples, 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.
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Wąsikiewicz-Firlej, Emilia. "JĘZYK I TOŻSAMOŚĆ W RODZINIE TRANSNARODOWEJ: STUDIUM PRZYPADKU." Neofilolog, no. 47/2 (September 20, 2018): 155–69. http://dx.doi.org/10.14746/n.2016.47.2.02.
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The following paper analyses child language socialization in a multilingual transnational family from the perspective of the emerging concept of family language policy (FLP). The central assumption of FLP is the crucial role of parents’ language ideologies in their children’s language socialization and construction of their widely-understood identity. The participants of the undertaken case study were three members of a Polish-Japanese family residing in the UK. The inquiry was based on a series of semi-structured interviews with individual family members and cyclical observation of the whole family over the period of 13 months. The results showed certain discrepancies between the language ideologies and practices of the parents, as well as difficulties in managing the family’s language policy that was to a large extent shaped by the child’s individual preferences and educational needs, often irrespective of the parents’ plans or intentions. Generally, the study reported essential difficulties in maintaining the child’s multilingualism due to a limited use of the minority languages (Japanese and Polish) at the cost of the majority language (English).
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Ortaçtepe, Deniz. "EFL Teachers’ Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach." Journal of Language, Identity & Education 14, no. 2 (March 15, 2015): 96–112. http://dx.doi.org/10.1080/15348458.2015.1019785.
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Lan, Liangping. "Agentive Identity Construction through Narrative Socialization in a Professional Community of Practice in China." Journal of Linguistic Anthropology 30, no. 3 (July 15, 2020): 389–411. http://dx.doi.org/10.1111/jola.12276.
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Sorokopud, Yunna Valeryevna, Yulia Zufarovna Bogdanova, and Nurgun Vyacheslavovich Afanasev. "The role of the intercultural factor in the formation of a secondary language personality in modern Europe." Personality & Society 1, no. 1 (May 26, 2020): 29–37. http://dx.doi.org/10.46502/issn.2712-8024/2020.1.4.
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Europe is one of those regions of the world where the tendency towards language unity is dual in nature - on the one hand, in the process of its spread, transnational contact English (EL) acquires regionally determined typological forms; on the other hand, there is a common European tendency of opposition to the expansion of its influence on national languages. Significant changes in their dynamics due to globalization are undergoing the functioning of the languages of the peoples of the world. Striving for the economic unity of the world, globalization is also causing a tendency towards its linguistic unity. In transnational communication of European countries, the contact EL is involved in many domestic and special areas. It develops in multilingual contexts of the European Union, which initially implies the need for transcultural and transnational communication among European communicants, within which the relationship of languages is not something fixed once and for all. The paradigm of international culture in the mentality of Europeans develops in the process of secondary socialization, when a secondary linguistic personality is formed, determined by the formal membership of the European community, regardless of the specific country of residence. The structure of the cultural component of the European transnational communication and the specificity of the linguocultural component of the EL in various European countries reflect the long process of secondary socialization and internalization of the EL, which has its own characteristics in different parts of the continent. In contrast to primary socialization, which has a universal national character, secondary socialization is aimed at the entry of the individual into the international community, for example, scientists, students, business people, bloggers, etc. Possession of EL as an instrument of secondary socialization allows representatives of various linguocultural communities to realize acquired cultural norms in both intranational and transnational communication. Within the spatial-temporal framework of European contexts, the linguocultural component of the ELis formed on the basis of the cultural component of primary socialization in the native language; passes through the emotional-personal filter of users, is made out of linguistic means at the appropriate level of knowledge of the EL and receives a secondary cultural orientation in the conditions of secondary socialization. The situation of intercultural communication arises when two or more persons belonging to different cultures interact, and members of different cultures can expect their partners to communicate and behave in the same way as they do, and not to make adjustments to their speech behavior. The paper raises questions of the vitality of culture in conditions of intensive contact, since identity in the context of globalization is a process of differentiation, fragmentation, and complementarity of systemic and subjective-objective factors. The complexity of the process of identifying a modern transcultural linguistic personality lies in the multidimensionality of identity criteria, the actualization of political, social, cultural and symbolic capital.
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Paat, Yok-Fong, Monica Chavira, Rosemarie De La Hoya, and Mitsue Yoshimoto. "Immigrant family socialization." Journal of Comparative Social Work 15, no. 1 (September 17, 2020): 60–83. http://dx.doi.org/10.31265/jcsw.v15i1.320.
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Using convenient and purposive sampling augmented with snowball sampling, this study examines the perceptions of family socialization between two cultures, using in-depth interviews of 15 pairs of adult child-parent dyads (n=30) of Mexican origin in the United States. In sum, despite variations in the pace of acculturation, our study shows that both adult children and their parents proactively adopted compromising strategies (e.g. mutual respect, acceptance, openness, and realistic expectations) to bridge the differences in acculturation and reach common ground in family communication. Several core values and family practices, such as respect to family authority, family interdependence, retention/preservation of cultural heritage (e.g. language, customs, and identity), a strong work ethic, patriarchal gender norms, Mexican versus American parenting styles, and adult children striving for more freedom from traditional customs (e.g. conventional gender roles and living arrangements), were emphasized in Mexican immigrant family socialization in our study. Despite their differences in belief systems and ideologies, our study shows that family communication between the adult child-parent dyads was built on a set of implicit expectations that focus on minimizing family conflicts, yet providing a ‘culturally instrumental’ and supportive/caring context. In contrast to the postulation of the acculturation gap-distress model, our study found that discrepancies in acculturation between immigrant parents and their children were not necessarily associated with poorer family functioning and adjustment.
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Watson, Jeffrey R., and Richard L. Wolfel. "The Intersection of Language and Culture in Study Abroad: Assessment and Analysis of Study Abroad Outcomes." Frontiers: The Interdisciplinary Journal of Study Abroad 25, no. 1 (March 15, 2015): 57–72. http://dx.doi.org/10.36366/frontiers.v25i1.345.
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Although defining the interrelationship between language and culture during a study abroad (SA) experience is extraordinarily difficult (Kasper & Omori, 2007), most researchers agree that it is this elusive link that makes SA so rewarding. The highly contextualized learning environment and access to native speech and authentic sociocultural behaviors leads to significant learning and identity-changing experiences. From the standpoint of SA outcomes, this complex interrelationship seems to demand a multidimensional approach to assessment and program development that might be met by viewing these variables from a second language socialization (SLS) perspective. Analyzing data from 279 undergraduate participants in 22 SA locations around the world, this study suggests quantitative and qualitative assessment measures for language proficiency, intercultural competence, and several socialization variables. Findings show areas of statistical correlation among the variables and illuminate aspects of language socialization during SA. Implications for future study and evidence-based SA program development are also given.
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Vishnu, Pallav. "Linguistic Identity with Special Reference to Western Hindi Dialects." JL3T ( Journal of Linguistics, Literature and Language Teaching) 7, no. 1 (July 31, 2021): 10–24. http://dx.doi.org/10.32505/jl3t.v7i1.3110.
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Linguistic identity is the common bond that people share when they can understand each other in their native tongues, even if they share no other common heritage. Linguistic identity gets trickier when you’re talking about two people who may share linguistic bonds but come from mutually hostile ethnic groups. With racial and ethnic identity, linguistic identity does not exist in isolation; it is frequently yet one more facet of how a person identifies. There’s what we might call “reverse linguistic identity.” As Boas demonstrated over a century ago, everyone has at least three independent identities: race (in the traditional, not the anthropological sense), culture, and language. Language (or linguistic) identity take to mean the speech community with which someone is identified. This is probably always a historical phenomenon, either of birth or of personal choice. Most subjects to personal choice are culture and language, for instance, a given person identifies with, or belongs to a particular culture, and speaks a particular language. These identities may be due to birth or socialization, or they may be the result of a deliberate choice NOT to identify with the language and culture of birth. Linguistic identities are double-edged swords because, while functioning in a positive and productive way to give people a sense of belonging, they do so by defining an “us” in opposition to a “them” that becomes all too easy to demonize. All identity markers of a social group together constitute the “culture” or cultural identity of the social group. Therefore, the loss of one marker does not automatically entails the loss of cultural identity. Given the rich multilingual tradition of India where languages act as facilitators rather than as barriers in communication, one hopes that as linguistic identity. This paper is a case study of the author’s inferences regarding the Western Hindi dialects analysis.
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He, Agnes Weiyun. "Toward an Identity Theory of the Development of Chinese as a Heritage Language." Heritage Language Journal 4, no. 1 (September 30, 2006): 1–28. http://dx.doi.org/10.46538/hlj.4.1.1.
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This paper proposes an identity theory of Chinese as a Heritage Language (hereafter CHL) development, based on the characteristics of the Chinese as a Heritage Language learner and drawing insights from Language Socialization, Second Language Acquisition, and Conversation Analysis. It posits that CHL development takes place in a three-dimensional framework with intersecting planes of time, space, and identity. Temporally, CHL development recontextualizes the past, transforms the present and precontextualizes the future. As such, it fosters rooted world citizenry with appreciation of and competence in Chinese language and culture. Spatially, it transforms local, independent communities into global, interdependent communities. A learner’s CHL development depends on the degree to which s/he is able to find continuity and coherence in multiple communicative and social worlds in time and space and to develop hybrid, situated identities and stances.
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Lengeling, M. Martha, Irasema Mora Pablo, and Blanca Lucía Barrios Gasca. "Teacher Socialization of EFL Teachers at Public School Levels in Central Mexico." PROFILE Issues in Teachers' Professional Development 19, no. 1 (January 1, 2017): 41. http://dx.doi.org/10.15446/profile.v19n1.53244.
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This study aimed at exploring the processes of teacher socialization and identity formation of nine English as a foreign language teachers at public schools in central Mexico. These teachers began their careers in the National English Program in Basic Education. Qualitative research and narrative inquiry were used as a basis for this research. The data revealed that the teachers’ socialization was somewhat informal in that little was required from them to gain entrance into the program. Once teaching, the participants dealt with challenges in their teaching contexts and the program. From these challenges, the teachers were able to make decisions concerning their future as teachers, forming and imagining their identity.
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Darvin, Ron, and Bonny Norton. "Identity and a Model of Investment in Applied Linguistics." Annual Review of Applied Linguistics 35 (March 2015): 36–56. http://dx.doi.org/10.1017/s0267190514000191.
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ABSTRACTThis article locates Norton's foundational work on identity and investment within the social turn of applied linguistics. It discusses its historical impetus and theoretical anchors, and it illustrates how these ideas have been taken up in recent scholarship. In response to the demands of the new world order, spurred by technology and characterized by mobility, it proposes a comprehensive model of investment, which occurs at the intersection of identity, ideology, and capital. The model recognizes that the spaces in which language acquisition and socialization take place have become increasingly deterritorialized and unbounded, and the systemic patterns of control more invisible. This calls for new questions, analyses, and theories of identity. The model addresses the needs of learners who navigate their way through online and offline contexts and perform identities that have become more fluid and complex. As such, it proposes a more comprehensive and critical examination of the relationship between identity, investment, and language learning. Drawing on two case studies of a female language learner in rural Uganda and a male language learner in urban Canada, the model illustrates how structure and agency, operating across time and space, can accord or refuse learners the power to speak.
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Stępkowska, Agnieszka. "Identity in the bilingual couple: Attitudes to language and culture." Open Linguistics 7, no. 1 (January 1, 2021): 223–34. http://dx.doi.org/10.1515/opli-2021-0020.
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Abstract The article focuses on identity in bilingual couples by investigating their attitudes to language and culture. The research question asks how they make sense of their linguistic and cultural duality. Based on the data from in-depth interviews, I concentrate on the notion of identity in bilingual couplehood. I analyze excerpts of interviews produced by 24 couples of Poles with their foreign partners who reside in Poland. I investigate these couples’ talk with regard to their interpretations of identities resulting from their individual life histories and private ideologies about language and culture. My data suggest that attitudes to language and culture relate to the mutual understanding in the couple. I found evidence for differences and similarities as subjectively assessed by partners, higher metalinguistic awareness, an altered perception of one’s self and redefined national stereotypes. The results reveal that the couples’ attitudes are geared to jointly create and negotiate identities in interaction. The article views identity from a new perspective by giving voice to bilingual couples. The novelty relies on the less studied Polish context and, in general, the explicit evaluation of one’s own socialization to a different language and culture. The qualitative lens of the presented study contributes to our understanding of how individuals in intercultural couples use language to convey dual identity and accomplish social goals.
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Schecter, Sandra R., and Robert Bayley. "Language Socialization Practices and Cultural Identity: Case Studies of Mexican-Descent Families in California and Texas." TESOL Quarterly 31, no. 3 (1997): 513. http://dx.doi.org/10.2307/3587836.
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Basanova, Tatiana V. "Ethnocultural Competence Development in Teaching the English Language to Kalmyk High School Students." Proceedings of Southern Federal University. Philology 2021, no. 1 (March 30, 2021): 182–92. http://dx.doi.org/10.18522/1995-0640-2021-1-182-192.
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Developing ethnocultural competence by teaching a foreign language is considered to be a contribution to ethnic identity development that is the aim of ethnic socialization process. The present article describes the content of the English language teaching in the process of ethnocultural competence development. Thematic and procedural aspects are distinguished. Each one has a complex nature and contributes to profound considering ethnic related information by Kalmyk students at high school.
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Кючуков, Хрісто, and Сава Самуїлов. "Language Use and Identity Among Migrant Roma." East European Journal of Psycholinguistics 6, no. 1 (June 30, 2019): 47–57. http://dx.doi.org/10.29038/eejpl.2019.6.1.hky.
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The paper presents the issue of language use and identity among Muslim Roma youth from Bulgaria, living in Berlin, Germany. Interviews with a structured questionnaire on language use and identity was conducted with Bulgarian Muslim Roma living in Berlin, Germany. The results showed that, in order to be accepted by the German Turks, Bulgarian Muslim Roma youth change their language use and identity from Muslim Roma to a new identity - Bulgarian “Osmanli” Turks. The findings showed that the change of language and identity among young Roma in this study served as strategies for integration and acceptance in the German society.
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Quintana, Stephen M., and Elizabeth M. Vera. "Mexican American Children’s Ethnic Identity, Understanding of Ethnic Prejudice, and Parental Ethnic Socialization." Hispanic Journal of Behavioral Sciences 21, no. 4 (November 1999): 387–404. http://dx.doi.org/10.1177/0739986399214001.
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Martynova, Marina Yu. "Native language and school. An anthropological view." Вестник антропологии (Herald of Anthropology) 46, no. 2 (May 2019): 164–77. http://dx.doi.org/10.33876/2311-0546/2019-46-2/164-177.
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There are many levers both to construct social differences and to eliminate them. In my opinion, one of the most effective tools to socially construct identities is educational policy. People belong to certain cultural traditions primarily due to upbringing and socialization. Education, especially school education, plays a significant role in the educational process. The article describes various issues of school education in ethnic languages and the problem of preservation of these languages in the regions of Russia. To what extent is language a historically given phenomenon and to what extent is it a construct, the result of “social engineering” and ideological work? Language is not just a tool of communication in a social group, but it also provides a feeling of uniqueness among other nations and states. National and ethnic identity should be viewed in close connection with language. Now, when the multiculturalality of society is growing all over the world, the problem of preserving the ethnocultural identity of a population, passing the traditions of fathers and grandfathers to the younger generation is becoming increasingly urgent. While preparing young people for life in a multilingual and multicultural society, it is important to find a balance between the ethnic and cultural needs of a citizen on the one hand and the tasks of consolidating the population in the interests of a single state – on the other.
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Gao, Yang. "How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer’s Identities? A Critical Ethnographic Narrative." SAGE Open 11, no. 3 (July 2021): 215824402110312. http://dx.doi.org/10.1177/21582440211031211.
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Using critical ethnographic narrative as a tool and language socialization as the theoretical stance, the article analyzes excerpts of a language teacher’s life experience and presents findings to join the existing literature. The article indicates that (a) transnational teacher identities develop in a multiple-identity system including identities as an L2 learner, teacher, user, critical thinker, and global citizen; (b) the identity development is not completely staged, but instead recurring; (c) the emergence, formation, and development of the identity system requires translanguaging, transcultural, and transnational capitals, which are accrued through socializing experiences; and (d) critical thinking and intellectual agency work as stimuli to sustain the identity development. The article contributes to the existing literature by presenting a conceptual framework in studying language teacher identities. This article ends up with some advocacy that identity as a pedagogy and tool may provide teacher educators with something innovative and helpful to conduct research in the field.
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Chryssochoou, Xénia. "Studying identity in social psychology." Studying Identity: Theoretical and Methodological Challenges 2, no. 2 (November 18, 2003): 225–41. http://dx.doi.org/10.1075/jlp.2.2.03chr.
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The present paper discusses the concept of identity in social psychology. It is suggested that identity is a particular form of social representation that mediates the relationship between the individual and the social world. Identity makes the link between social regulations and psychological organizations (i.e. identifications/self-categories) and constitutes the organizing principle of symbolic relationships. Its functions are to inscribe the person in the social environment, to communicate peoples’ positions and to establish relationships with others (social recognition). Thus identity is a cyclical process constituted by three actions: knowing, claiming and recognizing. Social psychologists have started their investigations of identity by emphasizing different aspects of this process: self-knowledge, claims and recognition and have focused on processes of socialization, communication and social influence. Finally, it is argued that through their active participation in the social world (by knowing, recognizing and claiming), individuals construct a set of knowledge about the world and themselves: their identity. To protect from, provoke or respond to changes to this knowledge people act in the name of identity. Thus, identity constitutes the social psychological context within which worldviews are constructed, through which these worldviews are communicated and for which battles are fought.
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Talmy, Steven. "The Cultural Productions of the ESL Student at Tradewinds High: Contingency, Multidirectionality, and Identity in L2 Socialization." Applied Linguistics 29, no. 4 (April 29, 2008): 619–44. http://dx.doi.org/10.1093/applin/amn011.
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Anglin, Deidre M., and Arthur L. Whaley. "Racial/Ethnic Self-Labeling in Relation to Group Socialization and Identity in African-Descended Individuals." Journal of Language and Social Psychology 25, no. 4 (December 2006): 457–63. http://dx.doi.org/10.1177/0261927x06292770.
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Réger, Zita, and Jean Berko Gleason. "Romāni child-directed speech and children's language among Gypsies in Hungary." Language in Society 20, no. 4 (December 1991): 601–17. http://dx.doi.org/10.1017/s0047404500016742.
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ABSTRACTAdult–child interaction and linguistic input in relation to oral culture were investigated in 13 traditional settlements of Romāni-speaking Gypsies in Hungary. Many of the typical modifications found in the childdirected speech (CDS) register of other languages are also found in the speech addressed to children acquiring Romāni. In addition, CDS in these communities is deeply influenced by living traditions and properties of the Gypsies' oral culture. Phenomena of input language closely related to these features are, for example, a specific way of modeling dialogue to infants, the extended use of test questions, and the use of folk genres specially modified for babies and children. Early introduction of children into these ways of speaking reflects their importance for Gypsy culture and Gypsy identity. Children's games reflecting the highly creative uses of the same features of traditional oral culture are also presented. (Gypsies, Romani, child-directed speech, language acquisition, socialization, pragmatics)
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Avksentev, Viktor Anatolyevich, Boris Vladimirovich Aksiumov, Galina Dmitrievna Gritsenko, Svetlana Yuryevna Ivanova, and Marina Mikhailovna Shulga. "Institutional Framework for Forming All-Russian Identity in the North Caucasian Region: Difficulties and Achievements." Общество: политика, экономика право, no. 12 (December 18, 2020): 13–20. http://dx.doi.org/10.24158/pep.2020.12.1.
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Based on the content analysis of regional regulatory documents of the subjects of the Russian Federa-tion located in the North Caucasus Federal District, the paper examines the institutional framework for the formation of socio-cultural identities in order to strengthen the all-Russian (“Rossiyan”) identity in the region. The legal and institutional base data for making the analysis were: constitutions (charters), regional documents on languages, education, cul-ture, youth and ethnic politics, etc. Since the for-mation of identity is a process of socialization and education, the key research categories were defined as “language policy”, “educational policy”, “patriot-ic education”, “cultural policy”, and “youth policy”. On the basis of the analysis it was concluded that, from an institutional point of view, the integration of the federal subjects into the Russian political space is sufficient, while in the cultural sphere maintaining and reproducing of ethno-cultural specificity is ac-centuated and institutionally supported. Additional efforts on the part of federal and regional authorities are required in order to strengthen the all-Russian civil and civilizational identity in the North Caucasus.
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Muslim, Ahmad Bukhori, and Jillian R. Brown. "NAVIGATING BETWEEN ETHNIC AND RELIGIOUS IDENTITY: HERITAGE LANGUAGE MAINTENANCE AMONG YOUNG AUSTRALIANS OF INDONESIAN ORIGIN." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 145. http://dx.doi.org/10.17509/ijal.v6i1.2747.
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<p>For ethnic minority groups, speaking a heritage language signifies belonging to their country of origin and enriches the dominant culture. The acculturation of major ethnic groups in Australia – Greek, Italian, Chinese, Indian and Vietnamese – has been frequently studied, but a minor one like Indonesian has not. Through semi-structured interviews at various places and observations at cultural events, the study explores the contextual use, meaning and perceived benefits of Bahasa Indonesia (Indonesian language) among Indonesian families and how this practice influences the young participants’ (18-26 years old) identification with Indonesia, the origin country of their parents, and Australia, their current culture of settlement. The findings suggest that Bahasa Indonesia serves as a marker of ethnic and religious identity glued in family socialization. Parents believe that not only does the language signify their Indonesian ethnic identity, but also provides a means for socializing family values, and is beneficial for educational purposes and future career opportunities. However, parents face a dilemma whether to focus on ethnic or religious identity in socializing the use of Bahasa Indonesia. Interestingly, most young participants demonstrate a more global worldview by embracing both Indonesian and Australian values. How religious identity relates to more global worldview should be addressed more comprehensively in future studies.</p>
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Eisen, Daniel B., Kara Takasaki, and Arlie Tagayuna. "Am I Really Filipino?: The Unintended Consequences of Filipino Language and Culture Courses in Hawai'i." JCSCORE 1, no. 2 (December 28, 2018): 24–53. http://dx.doi.org/10.15763/issn.2642-2387.2015.1.2.24-53.
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The colonial mentality, a perception of Filipino cultural inferiority, results in many Filipinos distancing themselves from their Filipino heritage. In Hawai‘i, the colonial history of the Philippines is reinforced by the history of Hawai‘i’s plantation era and the creation of a “local” identity, which marginalizes the Filipino community and strengthens the colonial mentality. A content analysis of 105 essays written by Filipino students enrolled in college-level Filipino language and culture classes in Hawai‘i was conducted to critically examine whether and how educational curriculum is used to challenge the colonial mentality. Data analysis shows students often entered classrooms with a colonial mentality that they learned through familial socialization and experiences of ethnic discrimination outside of the family. Although these language and culture courses helped students to reconnect with their Filipino heritage, many students developed a positive and essentialist construction of a Filipino identity, which reduced the individual’s agency in constructing an identity and facilitated processes of othering.
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Rumalean, Iwan. "LEXICAL DIFFERENCES IN GOROM LANGUAGE: A SOCIAL DIALECTOLOGY STUDY." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 15, no. 2 (December 31, 2020): 205–14. http://dx.doi.org/10.18860/ling.v15i2.10666.
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The present study aims to describe and explain lexical differences in Gorom language on age and professional factors in East Seram Regency, Molucca Province, Indonesia, which employs a social dialectology approach. Data were gathered using the Identity method following the linguistics characteristics identity technique. The instrument used was all 880 basic vocabulary of Gorom language. The sources for this study totaled 24 people. Furthermore, the data analysis was done using a snowball sampling technique. The study indicated that the factor of age and profession in Gorom distinguished social dialects. In the findings, farmer and adult speakers share the same lexical forms. As seen from the age factor, both farmers and adults are about the same age, making them easier to construct mutual understanding. On the other hand, civil servants and children use the same linguistic forms. Children use civil servants' speech as a reference for the kind of prestigious speech; therefore, many Gorom children dream of becoming civil servants. Yet, civil servants and children create some linguistic innovations, such as affixation to roots. It shows solidarity among the community and self-actualization of wide-mannered socialization.
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Avineri, Netta. "Contested Stance Practices in Secular Yiddish Metalinguistic Communities: Negotiating Closeness and Distance." Journal of Jewish Languages 5, no. 2 (November 20, 2017): 174–99. http://dx.doi.org/10.1163/22134638-05021119.
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Abstract This ethnographic research examines language socialization practices and language ideologies in secular Yiddish “metalinguistic communities,” communities of positioned social actors shaped by practices that view language as an object. “Metalinguistic community” is a framework for diverse participants who can experience both distance from and closeness to the language and its speakers, due to historical, personal, and/or communal circumstances. Through an examination of classroom interactions in California, this article shows how simultaneous distancing and closeness experienced by metalinguistic community members can manifest in “contested stance practices,” public demonstrations of language ideologies that reveal both internal and external tensions. Contested stance practices reveal how members’ perceptions of language are shaped by their personal histories and those of their imagined communities; these practices become a fertile means through which individuals negotiate their relationships with language as a symbol of identity, ideology, and community.
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J. Ariffin, W., R. Abdullah, and E. M. Rahim. "The Use of Language by the Siamese Community and Its Influences on Cultural Integration: A Case Study in Kampung Keluang, Besut, Terengganu." International Journal of Engineering & Technology 7, no. 4.34 (December 13, 2018): 180. http://dx.doi.org/10.14419/ijet.v7i4.34.23883.
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This study is conducted to observe how language element gives impact to the integration of the Siamese and Malay communities in Kampung Keluang. The study is done by applying two techniques of data collection through fieldwork, namely join observation and thematic interview with the villagers in Kampung Keluang which consist of the Malays and Siamese, besides some other noteworthy individuals. The research findings showed the Siamese community use Malay language as their main language in daily undertakings and their fluency in in using the language has become an element that fosters their integration with the surrounding Malay community. Nevertheless, Siamese language is kept preserved as an identity of the Siamese through informal approach such as the socialization of parents towards their children. Preservation of the Siamese identity through their mother-tongue apparently has not given any repercussion towards integration process of the society in Kampung Keluang. The sharing of language with similar dialect, with the Malay community by the Siamese community proved that they have shared a comparable code system when interacting and it has given positive impact to the social integration in Kampung Keluang.
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Khilkhanova, Erzhen V. "MULTILINGUALISM OF POST-SOVIET MIGRATION: FUNCTIONAL ASPECT." Sociolingvistika 1, no. 1 (2020): 63–78. http://dx.doi.org/10.37892/2713-2951-2020-1-1-63-78.
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The article uses the results of a project aimed at studying the relationship between language and ethnic identity of non-Russian immigrants from the former Soviet Union in Western Europe. It is concluded that, on the one hand, the first-generation migrants «export» patterns of using L1 (ethnic language) and L2 (Russian language) formed in their native country. On the other hand, in a foreign cultural environment there is a transformation of existing and appearance of new functions and values of L1 and L2. Regarding L2 the author draws two main theoretical conclusions: 1) in a migration situation, the Soviet concept of the Russian language as a language of interethnic communication receives its «second life», 2) L2 fulfills the functions of the inner language — the language used for «internal» purposes, that is, for communication with people from the post-Soviet space sharing a common past and socialization experience
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Macovei, Crenguţa Mihaela, and Ştefania Bumbuc. "Proximal Outcomes Of Professional Socialization In Military Academies." International conference KNOWLEDGE-BASED ORGANIZATION 21, no. 2 (June 1, 2015): 600–607. http://dx.doi.org/10.1515/kbo-2015-0102.
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Abstract In this paper we present the results of a study whose main objective is to identify proximal outcomes of student socialization of the Land Forces Academy in Sibiu. Based on the six dimensions of organizational socialization identified by Chao et al., we have built a questionnaire which lists the expected results of this process. Following the factor analysis, 23 results were detained which were grouped into seven factors. The factors identified as a result of analysis enroll in five of the six dimensions of socialization: performance proficiency, people, politics, language and organizational goals and values.
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Maguire, Mary H., and Xiao Lan Curdt-Christiansen. "Multiple Schools, Languages, Experiences and Affiliations: Ideological Becomings and Positionings." Heritage Language Journal 5, no. 1 (June 30, 2007): 50–78. http://dx.doi.org/10.46538/hlj.5.1.3.
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This article focuses on the identity accounts of a group of Chinese children who attend a heritage language school. Bakhtin’s concepts of ideological becoming, and authoritative and internally persuasive discourse, frame our exploration. Taking a dialogic view of language and learning raises questions about schools as socializing spaces and ideological environments. The children in this inquiry articulate their own ideological patterns of alignment. Those patterns, and the children's code switching, seem mostly determined by their socialization, language affiliations, friendship patterns, family situations, and legal access to particular schools. Five patterns of ideological becoming are presented. The children’s articulated preferences indicate that they assert their own ideological stances towards prevailing authoritative discourses, give voice to their own sense of agency and internally persuasive discourses, and respond to the ideological resources that mediate their linguistic repertoires.
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Asanti, Chris. "GENDER IDENTITY FORMATION OF INDONESIAN WOMAN EFL TEACHERS: BECAUSE WOMB-MAN DOES EXIST." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 2, no. 2 (February 24, 2017): 35. http://dx.doi.org/10.30872/calls.v2i2.696.
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This study aims at investigating the gender identity formation of some Indonesian women EFL teachers as they had experiences in advancing their study abroad. The study adopted a qualitative methodology within a feminist framework. The data were generated from some women who had been teaching English in Indonesia for at least two years prior to coming to another country to further their education. Through self-completion questionnaires and focus group interviews, the participants shared their lived-experiences and their adjustments as they were exposed to different cultural movements transnationally, between Indonesia and another country. How these women EFL teachers construct their gender identity during their transnational movement and how English actually influences these processes is the focus of the study. The findings reveal how the processes of gender identity construction were formed through governmental policy and socio-cultural values in the society. The findings also show how for these women EFL teachers their professional milieu was a site of contestation for women to promote their status in the society and gender equality. Finally the study highlights that English language is viewed as a benefit to elevate women’s social status as it facilitated their socialization in professional and educational contexts when they furthered their study in another country. Drawing on the findings, further research is suggested around the issue of gender identity construction of men EFL teachers in order to get more comprehensive picture.Keywords: gender identity, women EFL teachers, English language
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Carré, Paul. "Naming of Parts: Observations of Institutional Socialization in the First Week of British Army Phase 1 Training." Journal of Contemporary Ethnography 48, no. 3 (January 8, 2018): 377–401. http://dx.doi.org/10.1177/0891241617742190.
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This article examines the formative socialization of British Army recruits in the first week of their Phase 1 Initial Training. Contextualized by individual and collective cultural variables, an extended participant observational case study commented on the process by which the British Army seeks to instill discipline and military identity in the early stages of transition from civilian to trained soldier. The person-environment relationship and individual exosystemic themes emerged as apparent influential variables, noting that a relationship appeared to exist between an early internalization of military values and subsequent formation of a moral identity, with associated primary and secondary adjustment behaviors.
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Knight, George P., Marya K. Cota, and Martha E. Bernal. "The Socialization of Cooperative, Competitive, and Individualistic Preferences Among Mexican American Children: The Mediating Role of Ethnic Identity." Hispanic Journal of Behavioral Sciences 15, no. 3 (August 1993): 291–309. http://dx.doi.org/10.1177/07399863930153001.
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Guichot Reina, Virginia, and Ana María De la Torre Sierra. "Identidad profesional y socialización de género: un estudio desde la manualística escolar en la España democrática." Historia y Memoria de la Educación, no. 12 (May 27, 2020): 101. http://dx.doi.org/10.5944/hme.12.2020.25599.
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The construction of professional identity is a concept that holds interest for a variety of disciplines such as Anthropology, Psychology or Pedagogy. From the perspective of social constructivism, it has a narrative, dynamic character and is shaped by the interaction of the subject with current socio-historical discourses and their interiorization. During the decade of the nineteen seventies, the labor market in Spain experienced a massive incorporation of women, brought about by social and legislative advances in education and employment. The years of Spanish democracy are essential in the configuration and renewal of female identity in the economic field. This article focuses on the influence of the school textbook - the main didactic resource used in formal education - in this configuration. It presents models and stereotypes linked to gender, with a potential influence on the transmission and configuration of a biased socio-labor culture. In order to study this influence, our research examines a total of 20 elementary education textbooks in the areas of Language and Social Sciences in two periods of democratic Spain —the so-called Transition period and the current moment—, to explore the professional identity of women linked to the economic socialization as this is conveyed through this educational tool. Our results reveal a minimal inclusion of women as economic subjects in the textbooks; the underrepresentation of females performing paid activities, as well the lack of professional diversity serve to highlight a substantial inequality in the socialization processes between men and women, contrary to the goals of coeducational teaching values.
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Benfilali, Ismail, Bendaoud Nadif, Brahim Khartite, Driss Benattabou, and Abdelouahed Bouih. "Cross Gender Oral Communication from Biological Difference and Socialized Identity to Mutual Understanding." Journal of World Englishes and Educational Practices 3, no. 5 (May 29, 2021): 13–27. http://dx.doi.org/10.32996/jweep.2021.3.5.2.
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Language is an indispensable instrument whereby we organize and build our social ties in our communities, and society at large. Human language is critically interwoven into the processes whereby human beings communicate, build knowledge, transmit information, and determine the identity of both the addresser and the addressee in any communicational exchange. We could hypothetically assert that if there is unmistakably one thing without which man as a species can hardly live in the social realm, it is language par excellence. In an admittedly multi-layered and inherently complex sociolinguistic configuration, the individual speaker’s linguistic choice, the different roles he or she plays, be they in a position of addresser or addressee, and the various situations where the speech takes place do serve as markers reflecting one’s identity and communication styles. In this respect, factors such as sex, age, level of education, occupation, race, and geographical origin can virtually be reflected via one’s speech. This article sets out to analyze (1) the influential role of speech, (2) gender and identity, (3) dominance/difference, and (4) cross-gender oral communication in the Moroccan context using a homogenous convenience sample of Moroccan participants. This study falls within the scope of gender studies. Its major aim is to demonstrate the roles that mixed-gendered interlocutors can play in order to maintain effective communication. Therefore, their perceptions regarding interruptions, conversation dominance, turn-taking and choice of topics in conversations are analyzed. Different research instruments have been implemented to collect data including recordings of real-life conversational speech, classroom observation, and interviews. The findings indicate that gender-based differences permeate the conversational styles of both men and women across cultures and with divergent degrees of strength and expression. It has also been shown that although communication breakdown is a source of frustration, it remains a common phenomenon in social interactions. Therefore, overcoming difficulties in maintaining effective communication between members of different genders is dependent on the interlocutors’ belief that accepting difference in language and communication styles can make cross-gender communication a satisfactory social experience. This study is expected to raise awareness regarding the socialization processes the two sex groups have gone through which shape in substantial ways the way they speak, behave and interact among each other.
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Liebscher, Grit, Jennifer Dailey-O’Cain, Mareike Müller, and Tetyana Reichert. "Negotiating identities through pronouns of address in an immigrant community." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 3 (September 1, 2010): 375–400. http://dx.doi.org/10.1075/prag.20.3.04lie.
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This article investigates forms of address, in particular the T/V distinction in German, in conversational interviews with German-speaking immigrants to English-speaking Canada and their descendants. From among 77 interviews conducted in two urban areas in Canada, we discuss instances of both the interactional use of and metalinguistic comments on forms of address. Our analysis is largely guided by conversation analysis and interactional sociolinguistics (e.g. Goodwin & Heritage 1990). Using Clyne, Norrby and Warren’s (2009) model of address as a backdrop, we investigate the construction of group identity and group socialization through the lens of positioning theory (e.g. van Langenhove and Harré 1993; Dailey-O’Cain and Liebscher 2009). This combination of analytical tools can explain shifts in both usage of and attitudes toward the T/V distinction that cannot be explained through language attrition arguments alone.