Overview

Classrooms are dynamic spaces of teaching and learning, where language and culture are intertwined in remarkable ways. The theory of language socialization explores how sociocultural practices in classrooms help to shape language learning and development. This collection is the first of its kind to bring together research on this fascinating concept. It presents ten case studies, based on linguistic and ethnographic research conducted in classrooms located within communities in North America, Europe and India, spanning learners from preschool, to primary and secondary school, to university. Following an introduction that discusses the theory and core concepts of language socialization, the volume is divided into three central themes: socializing values, dispositions, and stances; socializing identities; and language socialization and ideology. Both new and more experienced researchers will appreciate its new insights into how language socialization is carried out across the globe.

Full Product Details

Author:   Matthew J. Burdelski ,  Kathryn M. Howard
Publisher:   Cambridge University Press
Imprint:   Cambridge University Press
Dimensions:   Width: 15.80cm , Height: 1.80cm , Length: 23.50cm
Weight:   0.570kg
ISBN:  

9781107187832

ISBN 10:   1107187834
Pages:   288
Publication Date:   13 February 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

1. Introduction. Language socialization in classrooms Matthew J. Burdelski and Kathryn M. Howard; Part I. Socializing Values, Dispositions, and Stances: 2. Interactional contingencies and contradictions in the socialization of tolerance in a Spanish multicultural school Inmaculada M. García-Sánchez; 3. Shaping Sikh youth subjectivities in a US gurdwara: discursive socialization of religious heritage in Sikh history classes Wendy Klein; 4. Affective stance and socialization to Orthodox Christian values in a Russian heritage language classroom Ekaterina Moore; Part II. Socializing Identities: 5. Learning to be a poet: Chjam'è Rispondi in a Corsican school Alexandra Jaffe; 6. Teaching words, socializing affect and social identities: negotiating a common ground in a Swedish as a second language classroom Asta Cekaite; 7. Making the familiar change: language socialization via contrapuntal interaction in a US high school language arts class Betsy Rymes and Andrea Leone-Pizzighella; 8. Negotiating epistemic authority and co-constructing difference: socializing 'nonnative speaker' teachers in a US graduate program in TESOL Debra Friedman; Part III. Language Socialization and Ideology: 9. The morning assembly: constructing subjecthood, authority, and knowledge through classroom discourse in an Indian school Usree Bhattacharya and Laura Sterponi; 10. Embodiment, ritual, and ideology in a Japanese-as-a-heritage-language preschool classroom Matthew J. Burdelski; 11. Talking about lunch: diversity, language, and food socialization in a Danish kindergarten classroom Martha Sif Karrebæk; Part IV. Conclusion: 12. Language socialization in classrooms: findings, issues, and possibilities Patricia A. Duff.

Reviews

'This remarkable volume offers in-depth accounts of socialization to and through language. It is a rich and valuable addition to other studies of language use in classrooms and helps us understand socialization through the often taken-for-granted aspects of everyday interactional routines.' Vibeke Grover, University of Oslo 'This remarkable volume offers in-depth accounts of socialization to and through language. It is a rich and valuable addition to other studies of language use in classrooms and helps us understand socialization through the often taken-for-granted aspects of everyday interactional routines.' Vibeke Grover, University of Oslo

Author Information

Matthew J. Burdelski is Professor of Applied Japanese Linguistics at Osaka University, Japan. Focusing on Japanese and US classrooms and communities, his research utilizes language socialization and conversation analysis to investigate adult-child and children's multimodal interactions in teaching, learning, acquiring, and using Japanese as a first, second, and heritage language. Kathryn M. Howard is Associate Dean and Director of Clinical Experiences and Partnerships at California State University, Channel Islands. Her work focuses on how multilingual children develop a range of linguistic resources from multiple languages in formal (classrooms) and informal educational contexts to display or enact social identities and to engage in complex social relationships.

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