Social Interaction, Social Context, and Language: Essays in Honor of Susan Ervin-Tripp

By Dan Isaac Slobin; Julie Gerhardt et al. | Go to book overview

cultural and universal structure. While speakers the world over struggle to achieve intelligibility, they do so in culturally arranged ways.


3. CONCLUSION

Language socialization research is committed to articulating interfaces between language, mind, and society by exploring the role of language in human development and socialization. Our perspective pushes research on children's pragmatic competence beyond the bounds of children's capacity to perform particular actions and participate in particular activities towards an integrated cultural account of children as members of communities with histories, values, ways of understanding the world and organizing their identities and interactions. This includes culturally-specific theories and practices surrounding child development. While language socialization is centrally engaged in the close analysis of perfectly ordinary recurrent language practices involving language and cultural apprentices, the field is more broadly dedicated to situating and visualizing the specific linguistic and interactional structures that constitute such practices in terms of culturally universal and particular processes and meanings.


REFERENCES

Andersen, E. ( 1990). Speaking with style: The sociolinguistic skills of children. London: Routledge

Atkinson, J. M., & Heritage, J. (Eds.) ( 1984). Structures of social action. Cambridge, England: Cambridge University Press

Bateson, G. ( 1972). Steps to an ecology of mind. New York: Ballantine

Besnier, N. ( 1990). Language and affect. Annual Review of Anthropology, 19, 419-451

Boggs, S., & Watson-Gegeo, K. ( 1978). Interweaving routines: Strategies for encompassing a social situation. Language in Society, 7, 375-392

Bourdieu, P. ( 1977). Outline of a theory of practice. Cambridge, England: Cambridge University Press

Bourdieu, P.( 1991). Language and symbolic power. Cambridge, MA: Harvard University Press

Clancy, P. ( 1986). The acquisition of communicative style in Japanese. In B. B. Schieffelin & E. Ochs (Eds.), Language socialization across cultures (pp. 213-250). Cambridge, England: Cambridge University Press

Cook-Gumperz, J. ( 1977). Situated instructions: Language socialization of school age children. In S Ervin-Tripp & C. Mitchell-Kernan (Eds.), Child discourse (pp. 103-121). New York: Academic Press

Crago, M. ( 1988). Cultural context in communicative interaction of Inuit children. Unpublished doctoral dissertation, McGill University, Montreal, Quebec

Cross, T. ( 1977). Mothers' speech adjustment. In C. Snow & C. Ferguson (Eds.), Talking to children: Language input and acquisition (pp. 151-188). Cambridge, England: Cambridge University Press

Demuth, K. ( 1986). Prompting routines in the language socialization of Basotho children. In B. B Schieffelin & E. Ochs (Eds.), Language socialization across cultures (pp. 51-79). Cambridge, England: Cambridge University Press

Duranti, A., & Ochs, E. ( 1986). Literacy instruction in a Samoan village. In B. B. Schieffelin & P Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 213-232). Norwood, NJ: Ablex.

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