Prof.

Garca Snchez

Language Socialization and Cultural Reproduction

Anthropology 5509 LANGUAGE SOCIALIZATION AND CULTURAL REPRODUCTION Fall 2011 Prof. Inmaculada M. Garca Snchez
Time: Thur. 5:30-8:00PM Place: Gladfelter Hall, 413

E-mail: igarcias@temple.edu Office: Gladfelter Hall, 241 Phone: (215) 204-1413 Office hours: Thurs. 2:00-5:00PM; or by appointment

Course Description:
Language socialization research is concerned with the processes whereby children and other novices, through interactions with older or otherwise more experienced persons, acquire the knowledge, orientations, skills, and practices that enable them to function as (and crucially, to be regarded as) competent members of their communities. This seminar examines language socialization and cultural reproduction as both universal and culturally specic phenomena. The class will examine how language socialization relates to situated socio-cultural practices, discourses, and ideologies, along with their expressive linguistic features, in communities worldwide. Topics explored include theoretical and methodological approaches to socialization; cross-cultural variations in ways of teaching and learning; the agency of novices; the socialization of identities, roles, statuses, emotion, morality, aesthetics...etc; and socialization processes as sites of cultural reproduction and change. The readings, lectures, course materials, and activities will center on both everyday communicative practices and institutionalized discourses of socialization and education. Using the resources of the Linguistic Anthropology Teaching Laboratory, seminar participants collect, analyze, and present ethnographic audio-video data from various local settings (schools, churches, community organizations, workplaces, etc.) in which socialization across the lifespan can be observed.

Readings:

(1) REQUIRED BOOKS: Fader, A. (2009). Mitzvah Girls: Bringing Up the Next Generation of Hasidic Jewish in Brooklyn. Princeton: Princeton University Press. (http://press.princeton.edu/titles/9064.html)

Prof. Garca Snchez

Approaches in Linguistic Anthropology

Kulick, D. (1997). Language Shift and Cultural Reproduction: Socialization, Self and Syncretism in a Papua New Guinean Village. New York: Cambridge University Press. (http://www.amazon.com/Language-Shift-Cultural-ReproductionSocialization/dp/0521599261) (2) Other REQUIRED ARTICLES AND BOOK CHAPTERS can be found on BLACKBOARD. Look under the Class Readings Folder on our class website. (3) Other Useful Collections of Articles & Monographs: Schieffelin, Bambi B. & Elinor Ochs (eds.) (1986). Language Socialization Across Cultures. Cambridge University Press. (http://www.amazon.com/Language-Socialization-Cultures-CulturalFoundations/dp/0521339197/ ref=sr_1_1ie=UTF8&s=books&qid=1251219373&sr=1-1) Ochs, E. (1988). Culture and Language Development: Language Acquisition and Language Socialization in a Samoan Village. Cambridge, Cambridge University Press. (http://www.amazon.com/Culture-Language-Development-AcquisitionSocialization/dp/0521348943/ref=sr_tc_2_2? ie=UTF8&qid=1314565144&sr=1-2-ent) Schieffelin, Bambi B. (1990). The Give and Take of Everyday Life: Language Socialization of Kaluli Children. Cambridge University Press. (http://www.amazon.com/Give-Take-Everyday-Life-Socialization/dp/ 1587364409/ref=sr_1_1?ie=UTF8&s=books&qid=1251219288&sr=1-1) de Len Pasquel, Lourdes. (2005) La Llegada del Alma: Lenguaje, Infancia y Socializacin entre los Mayas de Zinacatn. Mxico, D.F.: CIESAS & INAH. (http://www.abebooks.com/products/isbn/9789684965607/Lourdes+de +Leon+Pasquel/La+Llegada+Del+Alma%3A+Lenguaje%2C+Infancia+Y +Socializacion+Entre+Los+Mayas+De+Zinacantan/) Duranti, Alessandro, Ochs. E. and B. B. Schieffelin. (2011). The Handbook of Language Socialization. Oxford: Wiley-Blckwell. (http://www.wiley.com/WileyCDA/WileyTitle/productCd-1405191864.html)

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Language Socialization and Cultural Reproduction

Topics and Calendar:

Week 1

Thursday, September 1 Topics: Review of the Syllabus: goals, readings, requirements, grading. Funny, witty, corny, BUT enlightening personal introductions. Introduction to the Enterprise: Methodologies for studying socialization.

By Way of Introduction

Week 2

Thursday, September 8 Topics: Concepts of socialization; scope of socialization; linguistic and

interactional resources for socialization.

Cornerstones of Language Socialization

Required Reading(s):

Ochs, Elinor, and Bambi B. Schieffelin (2011). The Theory of Language Socialization. In The Handbook of Language Socialization. A. Duranti, E. Ochs, and B.B. Schieffelin, eds. Malden, MA: Wiley-Blackwell. 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. Garrett, P. and Baquedano-Lpez, P. (2002). "Language Socialization: Reproduction and Continuity, Transformation and Change." Ann. Review of Anthopology 31: 339-61. 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.

Related Readings:

Kulick, D. and Schieffelin, B. (2004). Language Socialization. A Companion to Linguistic Anthropology. A. Duranti. Oxford, Blackwell: 349-368.

DUE: Critical Commentary (Everyone in Class)

Prof. Garca Snchez

Approaches in Linguistic Anthropology

Week 3

Thursday, September 15 Topics: Cultural learning, apprenticeship, participation, embodiment, and

intersubjectivity.

Situated Learning and Legitimate Participation: Socialization into/through Attention

Required Reading(s):

Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chvez, M., & Angelillo, C. (2003).

Firsthand Learning through Intent Participation. Annual Review of Psychology, 54, 175-203. Brown, Penelope (2011) Language Socialization and the Cultural Organization of Attention. In The Handbook of Language Socialization. A. Duranti, E. Ochs, and B.B. Schieffelin, eds. Malden, MA: Wiley-Blackwell. Hutchins, Edwin, (1993). Learning to Navigate. In Seth Chaiklin & Jean Lave (eds.), Understanding Practice: Perspectives on Activity and Context. New York: Cambridge University Press. de Len, Lourdes (2011). Language Socialization and Multiparty Participation Frameworks In The Handbook of Language Socialization. A. Duranti, E. Ochs, and B.B. Schieffelin, eds. Malden, MA: Wiley-Blackwell. Duranti, A. (2009). "The Relevance of Husserl's Theory to Language Socialization." Journal of Linguistic Anthropology 19(2): 205-226.

Related Readings:

Ochs, E., Solomon, O., & Sterponi, L. (2005) Limitations and Transformations of

Habitus in Child-Directed Communication. Discourse Studies 7(4-5), 547-583. 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. Takada, Akira (2011) Pre-verbal Infant-Caregiver Interaction. In the Handbook of Language Socialization. A. Duranti, E. Ochs, and B.B. Schieffelin, eds. Malden, MA: Wiley-Blackwell. 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, 675735.

DUE: Team Data Analysis + Presentation (TEAMS A)

Prof. Garca Snchez

Language Socialization and Cultural Reproduction

Week 4

Thursday, September 22 Topics: Semiotic forms, genres and practices of emotion used with and by novices. Required Reading(s):

Socialization into/through Affect and Morality I: Emotion

Brown, P. (2002) Everyone has to lie in Tzeltal, in Blum-Kulka, S and Snow, C, (eds.) Talking to Adults. Erlbaum, 241-275. Lo, A. and H. Fung (2011). Language Socialization and Shaming. The Handbook of Language Socialization. A. Duranti, E. Ochs and B. B. Schieffelin. Malden, MA, Wiley-Blackwell. 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. Ochs, E. & Schieffelin, B. (1989) "Language has a heart" The Pragmatics of Affect, Special issue of Text 9: 1, pp. 7-25.

Related Readings:

Burdelski, M. (2011). Language Socialization and Politeness Routines. The Handbook of Language Socialization. A. Duranti, E. Ochs and B. B. Schieffelin. Malden, MA, Wiley-Blackwell. 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. Wilce, J. (1998) Eloquence in Trouble: The Poetics and Politics of Complaint in Rural Bangladesh, Chapter 6 Learning To Tell Troubles: Socialization of Crying and Troubles Telling, Oxford University Press, 104-118.

DUE: Team Data Analysis + Presentation (TEAMS B)

Week 5

Thursday, September 29:[Guest Speaker: Ayala Fader, Fordham University] Required Reading(s):
Fader, A. (2009.). Mitzvah Girls: Bringing Up the Next Generation of Hasidic Jews in Brooklyn. Princeton, NJ, Princeton University Press. *There will also be an in-class discussion of proposal writing in preparation for class final project.

Socialization into/through Affect and Morality II: Morality

Prof. Garca Snchez

Approaches in Linguistic Anthropology

Related Readings:

Sterponi, L. (2003). Account Episodes in Family Discourse: the Making of Morality in Everyday Interaction. Discourse Studies, 5(1), 79-100.

DUE: Whole Class Commentaries (Everyone in Class)

Week 6

Socialization into/through Ideologies of Self & Other, Social & Community Identities Thursday, October 6
Required Reading(s):

Topics: Socialization into and through language practices that index and construct
subjectivities and identities. Relationships, and identification with a social group.
Garrett, P. (2007) Language Socialization and the Reproduction of Bilingual

Subjectivities. Bilingualism: A Social Approach. Ed. M.Heller. New York: Palgrave MacMillan. Baquedano-Lpez, P. (2000). Narrating Community in Doctrina Classes. Narrative Inquiry, 10(2), 429-452. Garca-Snchez, I. M. (2010). Serious games: Code-switching and Gendered Identities in Moroccan Immigrant Girls Pretend Play. Pragmatics, 20(4), 523-556. 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. 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.

Related Readings:

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. 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.

DUE: Whole Class Commentaries & Draft of Aims of Study (Everyone in Class)
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Prof. Garca Snchez

Language Socialization and Cultural Reproduction

Week 7

Thursday, October 13 Topics: Socialization into and through language practices that attempt to Required Readings:

Socialization into/through Authoritative Practices

establish/reproduce social asymmetry and control how novices act, think, and feel. Howard, Kathyrn M. (2011).Language Socialization and Hierarchy. In The Handbook of Language Socialization. A. Duranti, E. Ochs, and B.B. Schieffelin, eds. Malden, MA: Wiley-Blackwell. Moore, Leslie (2011) Language Socialization and Repetition. In The Handbook of Language Socialization. A. Duranti, E. Ochs, and B.B. Schieffelin, eds. Malden, MA: Wiley-Blackwell. He, A. (2000). The Grammatical and Interactional Organization of Teachers Directives: Implications for Socialization for Chinese-American Children. Linguistics & Education, 11 (2), 119-140. Cook, H. M. (1990). The Role of the Japanese Sentence-final Particle no in the Socialization of Children. Multilingua, 9(4), 377-395.

Related Readings

He, A. W. (2001). The Language of Ambiguity: Practices in Chinese Language Heritage Classes. Discourse Studies, 3(1), 75-96. Garca-Snchez, I. M. (2010) The Politics of Arabic Language Education: Moroccan Immigrant Childrens Socialization into Ethnic and Religious Identities Linguistics and Education, 21(3), 171-196. Goodwin, M. H. (2006) Participation, affect, and trajectory in family directive/ response sequences. Talk and Text 26-4/5, pp. 513-541.

DUE: Whole Class Commentaries & Draft of Methodology (Everyone in Class)

Week 8

Thursday, October 20 Topics: Socialization into and through practices of problem-solving. Required Reading(s):

Socialization into/through Ways of Knowing I: Problem-Solving

Heath, S. B. (2011). Socialization into Arts and Sciences. Handbook of Language Socialization. A. Duranti, E. Ochs and B. B. Schieffelin. Malden MA, WileyBlackwell. Duranti, A. and Black, S. (2011). Language Socialization and Verbal Improvisation. Handbook of Language Socialization. A. Duranti, E. Ochs and B. B. Schieffelin.
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Prof. Garca Snchez

Approaches in Linguistic Anthropology

Malden MA, Wiley-Blackwell. Jones, Graham & Lauren Shweder, (2003). The Performance of Illusion and Illusionary Performatives: Learning the Language of Theatrical Magic. Journal of Linguistic Anthropology 13(1):51-70 Ochs, E. & Taylor, C. (1992). Science at Dinner. In C. Kramsch & S. McConnellGinet (eds.), Text and Context: Cross-Disciplinary: Perspectives on Language Study. Lexington, Mass.: D.C. Heath. Pp. 29-45. .

Related Readings:

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. 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.

DUE: Team Data Analysis + Presentation (TEAMS A)

Week 9

Socialization into/through Ways of Knowing II: Media & Institutional Practices

Thursday, October 27 Topics: Socialization into and through practices of institutions. Required Reading(s):

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. Lippi-Green, R. (1997) Teaching Children How to Discriminate: What We Learn from the Big, Bad Wolf. In English with an Accent: Language, Ideology and Discrimination in the US. Garca Snchez, I. M. & Orellana, M. F. (2006) The construction of moral and social identity in immigrant childrens narratives-in-translation. Linguistics and Education, 17(3): 209-239. 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.

Related Readings:

Akinnaso, F. Niyi, 1992. Schooling, Language, and Knowledge in Literate and Nonliterate Societies. Comparative Studies in Society and History 34(1): 68-109.
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Prof. Garca Snchez

Language Socialization and Cultural Reproduction

Rymes, B. (1996). Rights to Advise: Advice as an Emergent Phenomenon in Student-Teacher Talk. Linguistics and Education, 8, 409-437. Stivers,T. (2011). Language Socialization in Childrens Medical Encounters. The Handbook of Language Socialization. A. Duranti, E. Ochs and B. B. Schieffelin. Malden MA, Wiley-Blackwell.

DUE: Team Data Analysis + Presentation (TEAMS B)

Week 10

Thursday, November 3 Topics: Language socialization practices that impact language and culture
continuity and change.

Socialization in Situations of Language & Culture Contact I

Reading(s):

Riley, K. (2011). Language Socialization and Language Ideologies. The Handbook

of Language Socialization. A. Duranti, E. Ochs and B. B. Schieffelin. Malden, MA, Wiley-Blackwell. Garrett, P. (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. Meek, Barbra (2007). Respecting the Language of Elders: Ideological Shift and Linguistic Discontinuity in a Northern Athapascan Community. Journal of Linguistic Anthropology 17(1):23-43. Baquedano-Lpez, P. and A. Mangual Figueroa (2011). Language Socialization and Immigration. The Handbook of Language Socialization. A. Duranti, E. Ochs and B. B. Schieffelin. Malden, MA, Wiley-Blackwell.

Related Readings:

Garca-Snchez, I. M. (2011). Language Socialization and Exclusion. The

Handbook of Language Socialization. A. Duranti, E. Ochs and B. B. Schieffelin. Malden, MA, Wiley-Blackwell. Paugh, A. (2011). Local Theories of Child-Rearing. The Handbook of Language Socialization. A. Duranti, E. Ochs and B. B. Schieffelin. Malden, MA, WileyBlackwell.

DUE: Whole Class Commentaries & Draft of Theoretical Background (Everyone in Class)

Prof. Garca Snchez

Approaches in Linguistic Anthropology

Week 11

Thursday, November 17 Topics: Language socialization practices that impact language and culture
continuity and change.

Socialization in Situations of Language & Culture Contact II

Reading(s):

Kulick, D. (1997). Language Shift and Cultural Reproduction: Socialization, Self and Syncretism in a Papua New Guinean Village. New York: Cambridge University Press.

DUE: Whole Class Commentaries (Everyone in Class)

Week 12 By Way of Conclusion ****Tuesday, November 22

AMERICAN ANTHROPOLOGICAL ASSOCIATION ANNUAL MEETINGS

Reading(s):

Wortham, Stanton E.F., (2005). Socialization Beyond the Speech Event. Journal of Linguistic Anthropology 15(1):95-112.

DUE: Draft of Pilot Study on Tuesday, November 22

***Calendar adjustment due to Thanksgiving Holiday

Week 13

Thursday, December 1 DUE: Poster Presentations of Research Proposals

STUDENTS PRESENTATIONS

Week of Final Examination: FINALS PROJECT DUE ON MONDAY,

DECEMBER 12. [TURN IN VIA SAFEASSIGN ON BLACKBOARD]

Course Requirements: 1. Class Participation/Attendance

Please come prepared to discuss specic details of each reading, including its approaches to the themes of the class, and details of methodology and analysis. We want to understand each piece for what it contributes to our understanding of language as a cultural resource and as a cultural practice, and also examine the assumptions and starting points for analysis that the authors bring to the text. We also want to look across the course readings to see commonalties, complementarities and points of contrast.

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Prof. Garca Snchez

Language Socialization and Cultural Reproduction

2. Critical Commentaries (20%)

Everyone in the class is expected to write critical commentaries (one single-spaced page) for all weeks specied in the syllabus. These critical commentaries should raise and discuss one issue as it applies across 3 or more readings. Please, clearly indicate the page numbers when referencing passages relevant to the question youre raising. E-mail the questions to me (at igarcias@temple.edu) two days before each class meeting: BY TUESDAY AT 5:00P.M.

3. Team Data Analysis + Presentation (30%)

Class participants are expected to work in pairs (groups of three) to present in-class data analysis of issues and illustrative data relevant to the weeks readings. Each team will be allotted a total 30 minutes: 15 minutes for presentation + 15 minutes for class discussion. In-class presentations will involve using Power Point (or other presentation software) to: (1) Discuss one theme from the readings on weekly topic; (2) Relate theme discussion to one or two data example(s) of language socialization drawn from outside the weekly readings. The data samples can be a brief audio/video recording or written text. Data samples should be digitized, transcribed and inserted into/ Power Point document. Bring Power Point presentation on ashdrive to class to put on smart classroom computer. Please, remember that computers at Temple smart classroom are PCs. Mac users should bring computer as backup. (3) Transcripts/texts should be reproduced on handouts for all seminar participants. (4) Each group of presenters will be paired with a corresponding set of discussants, who will comment upon the analysis presented before opening up the oor to a whole-class discussion.

4. Research Proposal (40%) -- Individual Assignment

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. The proposal consists of four 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

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Prof. Garca Snchez

Approaches in Linguistic Anthropology

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 V. Bibliography

5. Poster Presentation of Research Proposal (10%)

Everyone in the class is expected to put together a professional poster of their research proposal and present it in class. Final Grade Grading is based on class participation and attendance, critical questions, team data analysis + presentations, research proposal, and poster presentation (See Course Requirements). Important Dates!!! Critical Questions: Weeks 2, 5, 6, 7, 10, & 11. Team Data Analysis Presentations: Weeks 3 & 8 (Teams A), 4 & 9 (Teams B). Research Proposal: Aims of the Study.- October 6 Methodology.- October 13 Theoretical Background.- November 3 Pilot Study.- November 22 FINAL DRAFT OF FULL PROPOSAL.- December 12 Poster Presentation: December 1

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Language Socialization and Cultural Reproduction

Policies and Special Circumstances

Temple has a policy on Student and Faculty Academic Rights and Responsibilities: As an academic institution, Temple University exists for the transmission of knowledge, the pursuit of truth, the development of students, and the general well-being of society. Free inquiry and free expression are indispensable to the attainment of these goals....Freedom to teach and freedom to learn are inseparable facets of academic freedom (http://policies.temple.edu/getdoc.asp?policy) No. 03.70.02. ! Academic honesty is expected. Cheating or plagiarism will not be tolerated and will result in a failing grade for the assignment and possibly for the course. Information about academic dishonesty and codes of conduct is available on the Temple website: http://www.temple.edu/bulletin See Plagiarism and Academic Cheating. If you have any questions about these policies please ask! ! Students with special needs requiring accommodation for access and participation in this class should contact the instructor to discuss the specic situation. Contact Disability Resources and Services at 215-204-1280 in 100 Ritter Annex to arrange for and to coordinate special accommodations. ! Life happens. I know that. If you experience an unusual situation during the semester that impedes your ability to do well in this class please let me know so that arrangements can be put into place. Please understand that I need to be advised of special circumstances in advance of the date of an assignment.

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