Language Socialization
Anthropology M248/Applied Linguistics
M224
Instructor: E. Ochs and L. de Le—n
Thursdays 2-4:50 Haines 314
E-mail: eochs@anthro.ucla.edu
and lourdes_deleonp@yahoo.com
Phone: (310) 825-0984
(310) 267-4250
and
by appointment and by appointment
Readings:
á Required textbooks available at the UCLA
Bookstore:
(1) Schieffelin, Bambi (1990/2007)
The Give and Take of Everyday Life: Language Socialization of Kaluli
Children. New York: Cambridge University Press.
(2) Language Socialization Across Cultures. Edited by Bambi
Schieffelin
and Elinor Ochs. New York: Cambridge University Press.
First published
1986. Last reprinted 1995.
(3) Kulick, Don (1992) Language Shift and Cultural
Reproduction: Socialization, Self, and
Syncretism in a Papua New Guinean
Village. New York:
Cambridge University Press.
¥ Additional required
and recommended articles available at the class website
http://www.sscnet.ucla.edu/08W/anthrom248-1/
Course
Requirements:
1. Whole Class Commentaries
Everyone in the seminar is expected to write
commentaries (1 single-spaced page only) for the weeks specified in the course
syllabus (i.e., January 17 through March 13). Commentaries should discuss one issue as it applies across 2 or more readings.
Clearly indicate the page numbers when referencing passage(s) relevant to the
point youÕre making. E-mail the commentaries to the instructors and research
assistant [Inma Garcia-Sanchez igarcias@humnet.ucla.edu]
by 2 PM on the Tuesday preceding each class meeting. Please bring copies of
the articles with you to class.
2. Group Presentations
Seminar participants are expected to work in small
groups to present in-class data analyses of issues, questions relevant to the
week readings (approx 15 mins per presentation plus 15 mins discussion).
In-class
group presentations will involve:
1) A critical discussion of one theme from the readings (displayed on Power
Point).
2) An illustration of the discussion points with 1
data example from outside the weekly readings. The data sample can include either a brief audio/video
recording and/or a written text. Audio & video recordings should be
digitized and transcribed. Transcripts and video should be displayed on Power
Point and transcripts also reproduced on handouts for all seminar participants.
(***Bring recorded data with you to class, keyed to beginning of data
segment!)
3) Each group of presenters will be paired
with corresponding discussants, who will briefly comment upon the analysis
presented before it is opened to general class discussion.
3. Research
Proposal
Write a 12-page (double-spaced) proposal
specifying how language socialization illuminates a research topic of interest
to you. The 12-page limit does not include the bibliography. Do not add
appendices beyond the page limit.
The proposal will
consist of 4 sections:
I. Aims of Study (approx. 1.5 pages)
- Propose
a research study that can be fruitfully pursued through a language
socialization framework
- Situate the proposed language socialization study
in relation to a population or a site and motivate your selection.
- In a few sentences, state why the project is
timely and important in relation to current theoretical debates/issues
- Specify 2-3 research questions related to the
general research topic that the proposed project will address
II.
Theoretical Background (approx. 4 pages)
- Introduce 2-3 domains of inquiry related to your
proposed study
- Concisely review salient studies within each of
these domains
- Within each of these domains of inquiry, specify
how your research project will advance understanding
III.
Methodology (approx. 1.5 pages)
- Data Collection (corpus, procedures, duration)
- Data Analysis (specify how collected corpus will
be analyzed in relation to the questions you are addressing)
IV.
Pilot Study (approx. 5 pages)
- Present a small scale analysis that you have
carried out related to your proposed study:
- Specify
your pilot research focus and corpus
- Provide
analysis, using empirical data to illustrate preliminary
observations and generalizations
Proposal Drafts: [For
additional assistance, contact igarcias@humnet.ucla.edu
Office Hours,
Wednesdays, 2:00 p.m. to 4:00 p.m. and by appointment. 825-1092]
Sections I &
III: Due February 7
Sections II &
IV: Due February 28
Bring three hard
copies to class and email copies as attachments
to eochs@anthro.ucla.edu, lourdes_deleonp@yahoo.com, igarcias@humnet.ucla.edu
Final Proposal: Due,
Monday, March 17, 2PM
Three
hard copies in instructorÕs mailbox, 341 Haines Hall.
Team
presentations and class discussions 60
%
Final
paper 40
%
January
10 Introduction to
the Enterprise
Methodologies for studying
socialization.
Concepts of socialization; scope
of socialization; linguistic and interactional resources for socialization
Readings:
¥ Ochs, E. &
Schieffelin, B.B. (1984). Language Acquisition and Socialization: Three
Developmental Stories and Their Implications. In R. Schweder & R. LeVine
(eds.), Culture Theory: Essays on Mind, Self and Emotion. New York:
Cambridge University Press, 276-320.
¥ Ochs, E. (2002).
Becoming a Speaker of Culture. In C. Kramsch (ed.), Language Socialization
and Language Acquisition: Ecological Perspectives. New York: Continuum
Press, 99-120.
¥ Garrett, P. and
Baquedano-Lopez, P. (2002). "Language Socialization: Reproduction and Continuity,
Transformation and Change." Annual Review of Anthopology 31: 339-61.
Related
Readings:
á Kulick, D. and Schieffelin, B. (2004). Language
Socialization. A Companion to Linguistic Anthropology. A. Duranti.
Oxford, Blackwell: 349-368.
Assignment:
Everyone in Class:
Formulate an issue arising from
the readings that will generate an interesting discussion. Send your commentary raising the issue
and relevant passages from the readings to the instructors and research
assistant as an attachment by Tuesday, January 15, 2PM.
Cultural learning,
intersubjectivity, scaffolding, apprenticeship.
[*There will also be an in-class
discussion of proposal writing in preparation for class final project.]
Readings:
¥ Rogoff, B. (1998).
Cognition as a Collaborative Process. In W. Damon, D. Kuhn & R.S. Siegler
(eds.), Handbook of Child Psychology. Vol. 2: Cognition, Perception, and
Language. New York: Wiley, 679-744.
¥ Tomasello, M., Carpenter, M., Call, J., Behne, T.,
and Moll, H. (2005) Understanding and sharing intentions: The origins of
cultural cognition Behavioral And Brain Sciences 28, 675–735.
¥ Kidwell, M. & Zimmerman, D.H. (2007) Joint attention
as action. Journal of Pragmatics 39, 592–611
¥Duranti, A.
(2007). Husserl, Anthropology, and
the Notion of Intersubjectivity.
Invited Lecture, The
Austrian Academy of Sciences, Vienna.
Related
Readings:
¥Rogoff, B., Paradise,
R., Arauz, R. M., Correa-Chavez, M., & Angelillo, C. (2003). Firsthand
Learning through Intent Participation. Annual Review of Psychology,
54, 175-203.
Assignment:
Everyone in Class:
Formulate an issue arising from
the readings that will generate an interesting discussion. Send your commentary raising the issue
and relevant passages from the readings to the instructors and research assistant
as an attachment by Tuesday, January 22, 2PM.
January
31 Socialization into/through Attention II
The corporeal positioning and communicative modalities of children with others
Readings:
¥ Ochs, E., Solomon,
O., & Sterponi, L. (2005) Limitations and Transformations of Habitus in
Child-Directed Communication. Discourse
Studies 7(4-5), 547-583.
¥ DeLe—n, L. (1998). The
Emergent Participant: Interactive Patterns in the Socialization of Tzotzil
(Mayan) Infants. Journal of Linguistic Anthropology, 8(2), 131-161.
¥ Schieffelin, B. B.
(1990). The Give and Take of Everyday Life: Language Socialization of Kaluli
Children. Cambridge, Cambridge University Press. Chapters 1-4.
Related
Readings:
¥
Estigarribia, B., & Clark, E. V. (2007/in press) Getting and maintaining
attention in talk to young children. Journal of Child Language 34.
¥ Tomasello, M.
Carpenter, M. and Liszkowski, U. (2007) A New Look at Infant Pointing. Child
Development, Volume 78, Number 3, 705 – 722.
¥ Watson-Gegeo,
K. and Gegeo, D. (1986) Calling Out and Repeating Routines in the Language
Socialization of Basotho Children, in Schieffelin, B.B. and Ochs, E. (eds.) Language
Socialization across Cultures. Cambridge University Press, 17-50.
Assignment:
Everyone in Class:
Formulate an issue arising from the readings that will generate an interesting discussion. Send your commentary raising the issue and relevant passages from the readings to the instructors and research assistant as an attachment by Tuesday, January 29, 2PM.
February 7 Socialization into/through Emotion I
Verbal and non-verbal forms, practices and genres of emotion
used with and by novices: anger, threats, teasing,
Readings:
á deLeon,
L. (Forthcoming) The Arrival of the Soul: Language, Person, and and Childhood Socialization among the
Tzotzil Maya of Zanacantan, Chapter 6 ÒBecoming a Moral PersonÓ.
¥ Brown, P.
(2002) Everyone has to lie in Tzeltal, in Blum-Kulka, S and Snow, C, (eds.) Talking
to Adults. Erlbaum, 241-275.
¥ Schieffelin, B.
B. (1986). Teasing and Shaming in Kaluli Children's Interactions, in Schieffelin,
B.B. and Ochs, E. (eds.)Language Socialization across Cultures.
Cambridge U. Press, 165-181.
¥ Ochs, E. (1986). From
Feelings to Grammar: A Samoan Case Study, in Schieffelin, B.B. and Ochs, E.
(eds.) Language Socialization Across Cultures. Cambridge University
Press, 251-272.
Related
Readings:
¥ Schieffelin, B. B.
(1990). The Give and Take of Everyday Life: Language Socialization of Kaluli
Children. Cambridge, Cambridge University Press. Chapter 6.
¥ Miller, P. (1986).
Teasing as Language Socialization and Verbal Play in a White Working-Class
Community, in Schieffelin, B.B. and Ochs, E. (eds.) Language Socialization
Across Cultures. Cambridge University Press, 199-212.
Assignment:
Everyone in Class:
1.
Formulate an issue arising from the readings that will
generate an interesting discussion.
Send your commentary raising the issue and relevant passages from the
readings to the instructors and research assistant as an attachment by Tuesday,
February 5, 2PM.
2. Turn in first drafts of proposal Sections I: Aims of Study & III: Methodology.
Bring
three hard copies to class and email copies as attachments on February 7 to eochs@anthro.ucla.edu
eochs@anthro.ucla.edu,
lourdes_deleonp@yahoo.com,
igarcias@humnet.ucla.edu
February 14 Socialization into/through Emotion II
Verbal and non-verbal forms, practices and genres of emotion
used with and by novices: fear, suffering, lament/complaint, exhortation
**Progress report from Genres of Emotion Seminar
Readings:
á deLeon, L. (Forthcoming) The Arrival of the
Soul: Language, Person, and
Childhood Socialization among the Tzotzil Maya of Zanacantan, Chapter 5
ÒBecoming a Person: ÒThe Soul is ComingÕÓ: Learning To Inhabit Space through
FearÓ
á Wilce, J. (1998) Eloquence in Trouble: The Poetics and Politics of Complaint
in Rural Bangladesh, Chapter 6
ÒLearning To Tell Troubles:
Socialization of Crying and Troubles TellingÓ, Oxford University Press,
104-118.
á Throop, C. J. (2005) Suffering and Sentiment:
Explaining the Vicissitudes of Pain and Experience in Yap (Waqab), Federated
States of Micronesia. Unpublished Ph.D. Dissertation, UCLA, Chapter 12:
ÒDysphoric Moments: A Case StudyÓ,
pp.578-619.
Assignment
1. Group A Presenters:
Each
team in this group:
1)
Discuss a passage from the readings. Reproduce passage on an overhead
transparency or Power Point to show in class
2)
Illustrate, amplify, and/or critique the passage with a brief excerpt of
language socialization data from outside the readings. If possible, show video
or audio recorded data plus transcript of recording.
Group
B Discussants:
Responsible for
responding to the issues/questions and data analyses presented by Group A.
February 21 Socialization into/through Authoritative Practices
Socialization into and
through language practices that attempt to establish social asymmetry and
control how novices act, think, and feel.
Readings:
¥ Moore, Leslie.
(2004). Learning Languages by
Heart: Second Language
Socialization in a Fulbe Community (Maroua, Cameroon), Unpublished Ph.D.
Dissertation, University of California Los Angeles. Chapter 5: Guided
Repetition As Social Practice, 269-313.
¥ Goodwin, M. H. (2006) Participation, affect, and
trajectory in family
directive/response
sequences. Talk and Text 26-4/5, pp. 513-541.
¥ Howard,
Kathryn (2005). Socializing
Respect at School in Northern Thailand. Working Papers in Educational
Linguistics, 20, 1, 1-30.
¥ He, A. (2000). The
Grammatical and Interactional Organization of TeachersÕ Directives: Implications for Socialization for
Chinese-American Children. Linguistics & Education, 11 (2), 119-140.
Related
Readings
¥ He, A. W. (2001). The
Language of Ambiguity: Practices in Chinese Language Heritage Classes. Discourse
Studies, 3(1), 75-96.
¥ Cook, H. M. (1990). The
Role of the Japanese Sentence-final Particle no in the Socialization of Children. Multilingua,
9(4), 377-395.
Assignment
Group B Presenters:
Each
team in this Group:
1)
Discuss a passage from the readings. Reproduce passage on an overhead
transparency or Power Point to show in class
2)
Illustrate, amplify, and/or critique the passage with a brief excerpt of
language socialization data from outside the readings. If possible, show video
or audio recorded data plus transcript of recording.
Group
A Discussants:
Responsible for
responding to the issues/questions and data analyses presented by Group B.
February 28 Socialization into/through Ways of Knowing
Socialization into and
through practices of problem-solving and moral reasoning.
Readings:
¥ Ochs, E. &
Taylor, C. (1992). Science at Dinner. In C. Kramsch & S. McConnell-Ginet
(eds.), Text and Context:
Cross-Disciplinary: Perspectives on Language Study. Lexington,
Mass.: D.C. Heath. Pp. 29-45.
Developmental
Psychology, 38(1), 55-66.
¥
Sterponi, L. (2003). Account Episodes in Family Discourse: the Making of
Morality in Everyday Interaction. Discourse Studies, 5(1), 79-100.
¥ Heath, S. B. (1986).
What No Bedtime Story Means: Narrative Skills at Home and School, in Schieffelin,
B.B. and Ochs, E. (eds.) Language Socialization Across Cultures.
Cambridge University Press, 97-124.
Related
Readings:
¥ Rymes, B. (1996).
Rights to Advise: Advice as an Emergent Phenomenon in Student-Teacher Talk. Linguistics
and Education, 8, 409-437.
¥ Ochs, E. &
Jacoby, S. (1997). Down to the Wire:
The Cultural Clock of Physicists and the Discourse of Consensus. Language
in Society, 26(4), 479-506.
¥ Sterponi, L. &
Santagata, R. (2000). Mistakes in the Classroom and at the Dinner Table: A
Comparison between Socialization Practices in Italy and United States. Crossroads
of Language, Interaction and Culture, 3, 57-72.
¥ Ochs, E. & Taylor,
C. (1992). Family Narrative as Political Activity. Discourse and Society,
3(3), 301-340.
¥ Chavajay,P. &
Rogoff, B. (2002). Schooling and
Traditional Collaborative Social Organization of Problem Solving by Mayan
Mothers and Children.
Assignment:
1. Everyone in Class:
Turn in first drafts of proposal Sections II: Theoretical
Background & IV: Pilot Study. Bring three
hard copies to class and email copies as attachments on February 7 to eochs@anthro.ucla.edu, lourdes_deleonp@yahoo.com, igarcias@humnet.ucla.edu
2. Group A Presenters:
1) Discuss a passage from
the readings. Reproduce passage on an overhead transparency or Power Point to
show in class
2)
Illustrate, amplify, and/or critique the passage with a brief excerpt of
language socialization data from outside the readings. If possible, show video
or audio recorded data plus transcript of recording.
Group
B Discussants:
Responsible for responding
to the issues/questions and data analyses presented by Group A.
March 6 Language Socialization and Language Contact
Language socialization practices
that impact language and culture continuity and change. Guest
Speaker: Inma Garc’a-S‡nchez
Readings:
á Kulick, D.
(1992) Language Shift and Cultural
Reproduction: Socialization, Self and Syncretism in a Papua New Guinean
Village, Chapters 1-6.
¥ Garrett, Paul (2005)
What a Language Is Good for: Language Socialization, Language Shift, and the
Persistence of Code-Specific Genres in St. Lucia. Language in Society
34, 327-361.
Related
Readings:
¥ Paugh, A. (2001). "Creole
Day is Every Day": Language
Socialization, Shift, and Ideologies in Dominica, West Indies. Unpublished
Ph.D. Dissertation, New York University: Chapter 1; Introduction & Chapter
VI: Language Choice and
Personhood: Theories of Child
Rearing and Ways of Talking to Children in the Village, 1-54, 263-342.
Assignment:
Everyone in Class:
Formulate an issue arising from
the readings that will generate an interesting discussion. Send your commentary raising the issue
and relevant passages from the readings to the instructors and research
assistant as an attachment by Tuesday, March 4, 2PM.
March 13 Socialization
into/through Ideologies of Self & Other
Socialization into and through
language practices that index and construct subjectivities. Relationships, and
identification with a social group. Guest
Speaker: Wendy Klein
Readings:
¥ Garrett, P.
(2007) ÒLanguage Socialization and the Reproduction of Bilingual
SubjectivitiesÓ. Bilingualism:
A Social Approach. Ed. M.Heller. New York: Palgrave MacMillan.
¥ Baquedano-L—pez, P.
(2000). Narrating Community in Doctrina Classes. Narrative Inquiry, 10(2), 429-452.
¥ Klein, W.L. (2008)
Turban Narratives: Discourses of Identification and Differences among Punjabi
Sikh Families in Los Angeles, in A. Lo and A. Reyes (eds) Towards a Linguistic
Anthropology of Asian-Pacific America. Oxford: Oxford University Press.
¥ Fader, A. (2001).
Literacy, Bilingualism, and Gender in Hasidic Community. Linguistics and
Education, 12 (3), 261-283.
Related
Readings:
¥ Kulick, D. (1992) Language
Shift and Cultural Reproduction: Socialization, Self and Syncretism in a Papua
New Guinean Village. Chapter 7.
á Zentella, A.C. Multiple Codes Multiple
Identities. Kids Talk: Strategic Language Use in Later Childhood. Oxford
Studies in Sociolinguistics.
¥ Miller, P., Potts, R.,
Fung, H., Hoogstra, L. & Mintz, J. (1990). Narrative Practices and the
Social Construction of Self in Childhood. American Ethnologist, 17(2),
292-311.
¥ Eckert, P. &
McConnell-Ginet, S. (1995). Constructing Meaning, Constructing Selves: Snapshots of Language, Gender and Class
from Belten High. In K. Hall & M. Bucholtz (eds.), Gender Articulated,
New York: Routledge. Pp. 469-507.
¥ Mehan, H. (1996). The
Construction of an LD Student: A Case Study in the Politics of Representation.
In M. Silverstein & G. Urban (eds.), Natural Histories of Discourse.
Chicago: University of Chicago Press. Pp. 253-276.
Assignment:
Group B Presenters:
1) Discuss a passage from
the readings. Reproduce passage on an overhead transparency or Power Point to
show in class
2)
Illustrate, amplify, and/or critique the passage with a brief excerpt of
language socialization data from outside the readings. If possible, show video
or audio recorded data plus transcript of recording.
Group
A Discussants:
Responsible for
responding to the issues/questions and data analyses presented by Group B.
March 17, 2PM: Final Proposal Due
(Three hard copies in instructorsÕ
mailbox)