User:VitaLearn/sandbox

Language socialization[edit]
Based on comparative research in different societies, focusing on the role of language in child development, linguistic anthropologists Elinor Ochs and Bambi Schieffelin have developed the theory of language socialization. They discovered that the processes of enculturation and socialization do not occur apart from the process of language acquisition, but that children acquire language and culture together in what amounts to an integrated process. Members of all societies socialize children both to and through the use of language; acquiring competence in a language, the novice is by the same token socialized into the categories and norms of the culture, while the culture, in turn, provides the norms of the use of language. copied from [ [Socialization] ]. Language socialization is concerned with two central areas of socialization: socialization through the use of language and socialization to use the language. Individuals enter new communities of practice such as workplaces, universities, or other social groups that require using a different language and different ways of thinking and acting. Therefore, language socialization is a site of internal and interpersonal struggle for newcomers or novices who are second language learners. As the newcomers learn the language, they also learn how to think, feel, and act in accordance with the values, ideologies, and traditions of the target social group or new community. Central in the process of language socialization is the sense of perceived self that accounts for how the learner feels connected to the target linguistic and cultural environment. Galetciaia explained the perceived self through the language ego phenomenon, which may restrict or release the learner's capacity to better adjust to the surrounding circumstances. The role of the language ego phenomenon is twofold. It regulates the process of intercultural diffusion, tending to preserve the core characteristics of selfhood that are formed in the home culture and mother tongue. On the other hand, it stimulates the learner to better connect to the symbolic of the second language and its culture. Identity work and the negotiation of institutional and disciplinary ideologies are core aspects of the production and interpretation of discourse in various contexts. Burdelski and Cook suggested that formulaic language is an important notion within the theory of language socialization, for it often plays a crucial role in socializing newcomers to social dimensions such as politeness and hierarchy. Formulaic language is significant for the development of social identities, social roles, statuses, and relationships. Gorter's research in Linguistic Landscape emphasized the use of language in written texts in urban spaces that surround people every day as they walk, ride, or drive through urban and other environments. The English language is used globally in linguistic landscapes all around the world. Such multilingual and multimodal texts soften the boundaries between English and other languages. Linguistic landscapes that use English as a lingua franca across many countries, can be used as pedagogical tools for newcomers who learn English as a new language and become members of a new community. Newcomers regularly have to learn the formulaic language and how to use it in pragmatically and socioculturally appropriate ways to participate in social interactions in processes such as friendship development or establishing relations in the workplace. The processes of intercultural friendship development are centered around second language socialization. Rather than fearing cultural differences, people are more open to learning about and developing relationships with people from another culture. The discursive manifestation of an outsider identity, effectively facilitates interaction, providing non-intrusive strategies for language play and socialization. Diverse cultural backgrounds can be used as a strategy for communicating and building relationships across linguistic and social barriers. The workplace is becoming a rich environment for communicative interaction, where people from diverse backgrounds navigate the challenges of establishing social positions and identities. Workers are able to bridge cultural and linguistic barriers quite effectively by using humor strategically. When people of different cultural backgrounds interact they should highlight cultural and linguistic differences in a way that builds shared experiences. By interacting this way on a daily basis, people gradually learn to bridge cultural and linguistic barriers through positive experiences around inherently different backgrounds. The positive connotation in everyday human interaction facilitates language socialization for newcomers across various contexts.