Mind, Language, and Epistemology: Toward a Language Socialization Paradigm for SLA

Watson‐Gegeo, Karen Ann

doi:10.1111/j.0026-7902.2004.00233.x

Cited by 214 publications

(127 citation statements)

References 107 publications

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“…Such a focus entails close examination of the varied ways in which individual learners participate and are positioned in communicative practices, and how these processes influence novices' interactional repertoires (e.g. Schieffelin & Ochs, 1996;Watson-Gegeo, 2004) . …”

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confidence: 99%

“…Studies on children's socialization in L2 educational settings have primarily explored the teacher's role in socialization processes and organization of classroom practices (for a detailed review, see Watson-Gegeo, 2004). As demonstrated by He (2000) in her language socialization study of Chinese language heritage classrooms for children (4-8 years), participation in educational setting involves not only socialization to the cultural norms of the target culture, but also socialization into the interactional norms and practices appropriate to a specific classroom activity.…”

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confidence: 99%

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Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings

Čekaitė

Evaldsson

2008

International Journal of Multilingualism

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The present study explores a child L2 novice's emergent interactional competence during her first year in a Swedish immersion classroom. Within the theoretical framework of situated learning it focuses on how the novice acquires expertise in a specific classroom practice: multiparty classroom talk. The data cover three periods (the early, mid-, and late phase) of her first school year. The methods adopted combine a microanalytic approach with ethnographic fieldwork analyses of L2 socialization within a classroom community.The analyses revealed systematic changes in the novice's interactional engagements. An interplay of language skills and turn-taking skills influenced her participation in multiparty talk during the three periods, casting her as (i) a silent child, (ii) a noisy and loud child, and as (iii) a skilful student. These changes indicate that learning cannot be seen as a unilinear development of a single learner identity. It is argued that a detailed longitudinal analysis may provide important insights into the relation between participation and L2 learning. Instead of unilinear development of a single 'learner' identity we may find different participation patterns linked to distinct language learning affordances over time.Key words: interactional competence, children 's L2 learning, language competence, turn-taking, learner identity.Schooling is a significant part of children's everyday life, and socialization into the interactional management of classroom talk (e.g., turn design in a competitive multiparty classroom setting) 2 constitutes an essential part of children's 'learning lessons', their ways of becoming competent members of a classroom community (Mehan, 1979).1 As demonstrated by second language (L2) ethnographies, participation in social activities in the classroom is related to second language acquisition and socialization (e.g., Bayley & Schecter, 2003;Duff, 1995;Hall 1998;Morita, 2000; Willet, 1995). L2 learning, therefore, needs to be studied in relation to the novice's interactional management of classroom activities.The present ethnographically oriented study tracks an L2 novice's participation in an immersion classroom. Using a longitudinal design, it explores a 7-year-old Kurdish girl's emergent interactional competence during her first year in a language classroom. Interactional competence involves a range of skills for using language to accomplish social actions, including social aspects of language use such as knowing when, how, and with whom to engage in conversational activities (Hymes, 1972;Schegloff et al., 2002). In the present study it is defined as participants' knowledge of the interactional architecture of a specific discursive practice, including knowing how to configure a range of resources through which this practice is created (Young & Miller, 2004, p. 520;Hall, 1999). It entails knowledge of linguistic resources constituting particular activities (the lexis and syntactic structures) (Young & Miller, 2004), pragmatic skills, such as topic introduction and maintena...

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confidence: 99%

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confidence: 99%

Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings

Čekaitė

Evaldsson

2008

International Journal of Multilingualism

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“…In that, the activities in the classroom are supposed to provide students with the ethnography of communication so that they can practice the norms of English language in its community of practice. The community of practice framework (Lave &Wenger, 1991;Wenger, 1999;Wenger, McDermott, & Snyder, 2002) is in the center of language socialization paradigm (Watson-Gegeo, 2004). According to Ochs (1993) socialization is "a dynamic interactional process between participants in expert and novice roles who develop cognitively through their activity, thereby changing over interactional time" (Deckert & Vickers, 2011, p. 71).…”

Section: The Construction Of Global Identitymentioning

confidence: 99%

Evaluating Iranian Secondary School Course Books for Learning English in Light of Construction of a Global Identity

Maddah¹

2015

UCFL

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English language is no longer a language bound to the native speakers but used by almost all people in the world which creates a new identity for them co-existing with their ethnic and national identities. This new identity is called global identity which is the result of the socialization of individuals in the wide community of practice of English language. The purpose of the present study was to investigate to what extent the new course books for learning English at Iranian secondary schools entitled Prospect series contribute to Iranian English language learners' global identity. To do this, all the activities in the three books of this series were evaluated based on the proposed framework of global identity. The findings indicated that the activities in this series are not appropriate in terms of the construction of a global identity for Iranian English language learners. The development of appropriate activities to enable Iranian English language learners to socialize in the broad community of practice of English language is discussed.

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“…Cognitive linguistics held that mind plays a crucial part in one's reading, and reading competence can be improved through reading skills, which can be isolated, tested and taught without an understanding of sociocultural context; however, recent developments on language learning have paved a new way of investigating mind, language, epistemology, and learning through the lenses of cultural and sociopolitical processes. Scholars embodying sociocultural theory have argued that cultural and sociopolitical factors are central to cognitive development (Watson-Gegeo, 2004). …”

Section: Introductionmentioning

confidence: 99%

Incorporating Sociocultural Theory Into English Reading Instruction: A Unit Plan for Chinese EFL Learners

2013

UCFL

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The paper incorporated the sociocultural theory into a unit plan of an EFL (English as a foreign language) reading course. The researcher first introduced the definition and relevant studies on the sociocultural theory and L2 (second language) reading, and summarized some interactive studies between the two subjects. Then, the researcher designed a unit plan, which covered several themes of the sociocultural theory, e.g., collaborative scaffolding, self-regulation, and MLE (mediated learning experience). Five successive lesson plans within the unit were then elaborated, with various tasks embedded in each one. All the tasks were designed according to the selected themes, namely, matching game, final word game, and jigsaw activity served as the examples of collaborative scaffolding; tasks like scanning and skimming information in the timeline involved self-regulation; and activities of read-with-songs and read-by-role-play embodied the tenet of MLE. After the five lesson plans, the researcher made the reflection and explained the reasons for the design of the tasks in each lesson plan. Implication for the future studies suggested more experiments be implemented to prove the effectiveness of sociocultural theory in the EFL reading classroom.

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Mind, Language, and Epistemology: Toward a Language Socialization Paradigm for SLA

Cited by 214 publications

References 107 publications

Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings

Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings

Evaluating Iranian Secondary School Course Books for Learning English in Light of Construction of a Global Identity

Incorporating Sociocultural Theory Into English Reading Instruction: A Unit Plan for Chinese EFL Learners

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