Language Socialization Across Learning Spaces

Lee, Jin Sook; Bucholtz, Mary

doi:10.1002/9781118531242.ch19

Cited by 28 publications

(9 citation statements)

References 44 publications

(34 reference statements)

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“…The results proved that educational settings influenced identity formation (Lannegrand-Willems & Bosma, 2006). The participants of this study revealed different identities in social and collective aspects due to what Lee and Bucholtz (2015) called the socialization process where the learners socialize as members in English classes of high school and English language institute. They were in line with the finding of Morita (2000) that the learners use language in the socializing process to mediate the social activities.…”

Section: Discussionmentioning

confidence: 62%

“…In other communities, they resist their former selves (Schiffrin, 1996) or socially and culturally constructed and co-constructed social identities (Allen, 2011). Research revealed the role of the context in identity construction (Riley, 2006;Ushioda, 2009) and how language use facilitates the members' socialization process (Lee & Bucholtz, 2015) through developing linguistic, cultural, and sociopolitical competencies and ideologies (Bhowmik, 2016;Godley & Loretto, 2013). Further findings of identity research unveiled that the identity options accommodated in the textbooks play an important role in identity formation (Shardakova & Pavlenko, 2004).…”

Section: Unresolved Issues In the Literaturementioning

confidence: 98%

“…The community members strengthen their relationships through institutions, instructions, and discursive practices to form their identities (Chen, 2010). Thus identity construction happens when the learners engage in culturally, politically, and socially situated language socialization (Duff, 2002;Ho, 2011;Lee & Bucholtz, 2015;Morita, 2004;Séror, 2011). The individuals' socialization process in various local areas uncovers the dynamic nature of identity (Packer & Bavel, 2015).…”

Section: Context Duality Dual Identity and Identity Duelmentioning

confidence: 99%

“…The individuals' socialization process in various local areas uncovers the dynamic nature of identity (Packer & Bavel, 2015). Within a community, individuals socialize with other members through language to learn, think, adapt and behave appropriately (Lee & Bucholtz, 2015). The use of language in the socializing process is called languagemediated social activities (Morita, 2000).…”

Section: Context Duality Dual Identity and Identity Duelmentioning

confidence: 99%

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Dual Identity or Identity Duel: EFL Context Duality Force on Identity Aspects Formation Through Learners’ Self-Reflection

Salimi

Abedi

2022

JLE

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Background: The link between context and identity is of paramount importance to language teaching and learning. Yet, less attention has been paid to the identity aspects in various EFL contexts. Purpose: This study examined the identity aspects of EFL learners attending both public and private English language classes through self-reflection.Method: In this mixed-methods design, 128 conveniently chosen EFL learners, including both genders, responded to the Identity Aspects Questionnaire, and 23 of those participants were invited to a follow-up semi-structured interview to triangulate the questionnaire data. The study conducted Paired Samples T-Test for quantitative data, whereas qualitative data underwent thematic analysis to extract and codify the themes.Results: The results revealed no significant differences for personal and relational identity aspects over these two EFL contexts, while collective and social ones reached differences. The qualitative data indicated that the EFL learners synergically adapt and adopt some identities through retention and creation. The shared identity between the two EFL classes mainly occurred in personal and relational aspects, while social and collective ones seemed relatively varied. The participants held both individualistic and collectivistic cultural dimensions in these two EFL classes. However, they were more idiocentric in private English language institutes and more socio-centric in public high schools. The discussion concerning identity issues indicated that EFL contexts affect the socializing process. The individuals position in a context according to their shared identities, while the varied identities lead them to form or adopt new identities. Implication: These findings could help ELT teachers and researchers to expand their perception of language learners’ identities in different EFL contexts.

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Section: Discussionmentioning

confidence: 62%

Section: Unresolved Issues In the Literaturementioning

confidence: 98%

Section: Context Duality Dual Identity and Identity Duelmentioning

confidence: 99%

Section: Context Duality Dual Identity and Identity Duelmentioning

confidence: 99%

See 2 more Smart Citations

Dual Identity or Identity Duel: EFL Context Duality Force on Identity Aspects Formation Through Learners’ Self-Reflection

Salimi

Abedi

2022

JLE

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“…A number of scholars, however, have challenged this idea, showing how the roles and identities of expert and novice are not given but interactionally achieved in specific sociopolitical contexts (Carr 2010;Duff and Talmy 2011;García-Sánchez 2014;He 2003a;Hsu and Roth 2009; Jacoby and Gonzales 1991; Lee and Bucholtz 2015;O'Connor 2003;Orellana 2009;Pontecorvo, Fasulo, and Sterponi 2001;Takei and Burdelski 2018). For example, various members of a physics lab may "be momentarily constituted as 'more knowing' .…”

Section: Novice In Language Socialization Theorymentioning

confidence: 99%

De‐Naturalizing the Novice: A Critique of the Theory of Language Socialization

Berman

Smith

2021

American Anthropologist

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This article critiques the concept "novice" in the language socialization paradigm. Although rarely theorized, the concept "novice" has framed what is seen as an event of language socialization: it must include at least one person who has not yet acquired some socially valuable characteristic or skill. Conversely, we propose that novicehood is not a natural category: agents who appear as "novices" only do so relative to ideological worlds in which they are made to appear relatively incapable. We then go on to consider three consequences of this reformulation: agents and objects of socialization do not have to be human, socialization does not necessarily lead "upward" towards expertise, and the linguistic mediation of these processes does not always summon agents towards maturity. This critique leads us to propose a theory that both includes a broader range of socializable agents and connects socialization to questions of power and exclusion. [language socialization, novice, ideology, life course, race] RESUMEN Este artículo critica el concepto de "novicio" en el paradigma de la socialización del lenguaje. Aunque teorizado raramente, el concepto "novicio" ha enmarcado lo que es visto como un evento de la socialización del lenguaje: debe incluir al menos una persona que no ha adquirido aun alguna característica o destreza valiosa socialmente. Por el contrario, proponemos que el noviciado no es una categoría natural: agentes que aparecen como "novicios" lo hacen solamente en relación con mundos ideológicos en los cuales ellos se hacen aparecer relativamente incapaces. Luego vamos a considerar tres consecuencias de esta reformulación: los agentes y los objetos de la socialización no tienen que ser humanos; la socialización no necesariamente conduce "al ascenso" hacia la pericia; y la mediación lingüística de estos procesos no siempre convoca a los agentes hacia la madurez. Esta crítica nos lleva a proponer una teoría que incluye un rango más amplio de agentes socializables y conecta la socialización con cuestiones de poder y exclusión. [socialización del lenguaje, novicio, ideología, curso de vida, raza] A lthough definitions of language socialization vary, many include a view of socialization as something that happens to "novices." 1 For example, language socialization "hinges on the potential of embodied communication to engage novices in apprehending and realizing familiar and novel ways of thinking, feeling, and acting with others across the life span" (Ochs and Schieffelin 2017, 3). It is "the process through which a child or other novice acquires the knowledge, orientations, and practices that enable him or her to

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Introduction

Burdelski¹,

Howard²

2020

Language Socialization in Classrooms

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Language Socialization Across Learning Spaces

Cited by 28 publications

References 44 publications

Dual Identity or Identity Duel: EFL Context Duality Force on Identity Aspects Formation Through Learners’ Self-Reflection

Dual Identity or Identity Duel: EFL Context Duality Force on Identity Aspects Formation Through Learners’ Self-Reflection

De‐Naturalizing the Novice: A Critique of the Theory of Language Socialization

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