Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-26T21:54:33.626Z Has data issue: false hasContentIssue false

6 - Socialization

from Part I - Talk as Social Action

Published online by Cambridge University Press:  16 June 2022

By
Matthew Burdelski
Edited by
Amelia Church  and
Amanda Bateman
Amelia Church
Affiliation:
University of Melbourne
Amanda Bateman
Affiliation:
Swansea University
Get access

Summary

This chapter approaches the topic of how adults talk to children in early childhood education settings from the perspective of socialisation, conceptualized as a dual process of learning language and institutional/cultural norms. Focusing on episodes in which teachers mediate in children’s peer conflict, it identifies two discursive practices that have been widely observed in various societies: (1) directives on what to say to peers (e.g., “Can you say, I’m sorry?”) and (2) replaying the talk of a third-party peer (e.g., “She’s asking you to lend it to her”). It is argued that these practices are important for encouraging children to use and respond to talk as social action (e.g., to apologize, to comply with another’s request), and to use talk to display affective stance (i.e. feelings, emotions, and attitudes). In addition to an analysis of interaction at the micro level, the chapter discusses the institutional and cultural norms that are potentially being socialized through these two practices. Finally, suggestions are made for pedagogy.

Keywords

conversation analysislanguage socializationpreschool
Type
Chapter
Information
Talking with Children
A Handbook of Interaction in Early Childhood Education
 , pp. 120 - 141
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Antaki, C., and Widdicombe, S. (eds.). (1998). Identities in Talk. London: Sage Publications.Google Scholar
Atkinson, J. M., and Heritage, J. (eds.). (1984). Structures of Social Action: Studies in Conversation Analysis. Cambridge: Cambridge University Press.Google Scholar
Austin, J. L. (1962). How to Do Things with Words. Oxford: Oxford University Press.Google Scholar
Bateman, A., and Kern, F. (2018). Childhood interaction: establishing, maintaining and changing the moral order. Research on Children and Social Interaction, 2(2), 147–152.CrossRefGoogle Scholar
Björk-Willén, P. (2018). Learning to apologize: moral socialisation as an interactional practice in preschool. Research on Children and Social Interaction, 2(2), 177–194.Google Scholar
Burdelski, M. (2010). Socializing politeness routines: action, other-orientation, and embodiment in a Japanese preschool. Journal of Pragmatics, 42(6), 1606–1621.CrossRefGoogle Scholar
Burdelski, M. (2011). Language socialisation and politeness routines. In Duranti, A., Ochs, E., and Schieffelin, B.B. (eds.), The Handbook of Language Socialisation (pp. 275–295). Malden, MA: Wiley-Blackwell.Google Scholar
Burdelski, M. (2015). Reported speech as cultural gloss and directive: socializing norms of speaking and acting in Japanese caregiver-child triadic interaction. Text & Talk, 35(5), 575–595.Google Scholar
Burdelski, M. (2019). Emotion and affective stance in language socialization. In Pritzker, S. E., Fenigsen, J., and Wilce, J. M. (eds.), The Routledge Handbook of Language and Emotion (pp. 28–48). London: Routledge.CrossRefGoogle Scholar
Burdelski, M. (2020). ‘Say can I borrow it’: teachers and children managing peer conflict in a Japanese preschool. Linguistics and Education, 59, 1–11.Google Scholar
Burdelski, M. (2021). Classroom socialisation: repair and correction in Japanese as a heritage language. Classroom Discourse, 12(3), 255–279.Google Scholar
Burdelski, M., and Cekaite, A. (2020). Control touch in caregiver-child interaction: embodied organization in triadic medication of peer conflict. In Cekaite, A. and Mondada, L. (eds.), Touch in Social Interaction: Touch, Language and Body (pp. 103–123). London: Routledge.Google Scholar
Burdelski, M., and Mitsuhashi, K. (2010). ‘She thinks you’re kawaii’: socializing affect, gender, and relationships in a Japanese preschool. Language in Society, 39(1), 65–93.CrossRefGoogle Scholar
Cekaite, A. (2020). Triadic conflict mediation as socialisation into perspective taking in Swedish preschools. Linguistics and Education, 59, 1–9.Google Scholar
Craven, A., and Potter, J. (2010). Directives: entitlement and contingency in action. Discourse Studies, 12(4), 419–442.CrossRefGoogle Scholar
Curl, T. S., and Drew, P. (2008). Contingency and action: a comparison of two forms of requesting. Research on Language and Social Interaction, 41(2), 129–153.Google Scholar
The Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47.CrossRefGoogle Scholar
Drew, P., and Couper-Kuhlen, E. (eds.). (2014). Requesting in Social Interaction. Amsterdam: John Benjamins.Google Scholar
Ervin-Tripp, S. (1976). ‘Is Sybil there?’ The structure of some American English directives. Language in Society, 5, 25–66.Google Scholar
Goffman, E. (1981). Forms of Talk. Philadelphia, PA: University of Pennsylvania.Google Scholar
Goodwin, C. (2007). Interactive footing. In Holt, E. and Clift, R. (eds.), Reporting Talk: Reported Speech in Interaction (pp. 16–46). Cambridge: Cambridge University Press.Google Scholar
Goodwin, M. H. and Cekaite, A. (2013). Calibration in directive/response sequences in family interaction. Journal of Pragmatics, 46(1), 122–138.CrossRefGoogle Scholar
Goodwin, M. H., Cekaite, A., and Goodwin, C. (2012). Emotion as stance. In Sorjonen, M-L and Perakyla, A. (eds.), Emotion in Interaction (pp. 16–41). Oxford: Oxford University Press.Google Scholar
He, A. W. (2000). Grammatical and sequential organization of teachers’ directives. Linguistics and Education, 11(2), 119–140.Google Scholar
Heritage, J. (2012). Epistemics in action: action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 1–29.Google Scholar
Hill, B., Ide, S., Ikuta, S., Kawasaki, A., and Ogino., T. (1986). Universals of linguistic politeness: quantitative evidence from Japanese and American English. Journal of Pragmatics, 10, 347–371.Google Scholar
Holt, E., and Clift, R. (eds.). (2007). Reporting Talk: Reported Speech in Interaction. Cambridge: Cambridge University Press.Google Scholar
Hood, L., and Schieffelin, B. B. (1978). Elicited imitation in two cultural contexts. Quarterly Newsletter of the Institute for Comparative Human Development, 2(1), 4–12.Google Scholar
Jacoby, S., and Ochs, E. (1995). Co-construction: an introduction. Research on Language and Social Interaction, 28(3), 171–183.CrossRefGoogle Scholar
Jefferson, G. (1987). On exposed and embedded correction in conversation. In Button, G. and Lee, J. R. E. (eds.), Talk and Social Organization (pp. 86–100). Clevedon, Bristol: Multilingual Matters.Google Scholar
Kimura, D., Malabarba, T., and Hall, J. K. (2018). Data collection considerations for classroom interaction research: a conversation analytic perspective. Classroom Discourse, 9(3), 185–204.Google Scholar
Kryatzis, A., and Köymen, B. (2020). Morality-in-interaction: toddlers’ recyclings of institutional discourses of feeling during peer disputes in daycare. Text & Talk, 40(5), 623–642.Google Scholar
LeMaster, B. (2020). ‘Theresa! Don’t pull her hair! You’ll hurt her!’: peer intervention and embodiment in U.S. preschools. Linguistics and Education, 59, 1–8.CrossRefGoogle Scholar
Lyons, J. (1981). Language and Linguistics: An Introduction. Cambridge: Cambridge University Press.Google Scholar
Moore, E. (2020). ‘Be friends with all the children’: friendship, group membership, and conflict management in a Russian preschool. Linguistics and Education, 59, 1–12.CrossRefGoogle Scholar
Moore, E., and Burdelski, M. (2020). Peer conflict and language socialisation in preschool: introduction to special issue. Linguistics and Education, 59, 1–6.Google Scholar
Ochs, E. (1990). Indexicality and socialisation. In Stigler, J. W., Shweder, R. A., and Herdt, G. (eds.), Cultural Psychology: Essays on Comparatives Human Development (pp. 287–308). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Ochs, E. (1993). Constructing social identity: a language socialisation perspective. Research on Language and Social Interaction, 26(3), 287–306.CrossRefGoogle Scholar
Ochs, E. (1996). Linguistic resources for socializing humanity. In Gumperz, J. J. and Levinson, S. C. (eds.), Rethinking Linguistic Relativity (pp. 407–437). Cambridge: Cambridge University Press.Google Scholar
Ochs, E., and Schieffelin, B. B. (1984). Language socialisation: three developmental stories. In Shweder, R. A. and Levine, R. A. (eds.), Culture Theory: Essays on Mind, Self, and Emotion. Cambridge: Cambridge University Press.Google Scholar
Ochs, E., and Schieffelin, B. B. (1989). Language has a heart. Text, 9(1), 7–25.Google Scholar
Ochs, E., and Schieffelin, B. B. (2011). The theory of language socialisation. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.), The Handbook of Language Socialisation (pp. 1–21). Malden, MA: Wiley Blackwell.Google Scholar
Peirce, C. (1955). Philosophical Writings of Peirce: Selected and Edited with an Introduction by J. Buchler. New York, NY: Dover.Google Scholar
Schegloff, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Schieffelin, B. B., and Ochs, E. (1986). Language socialisation. Annual Review of Anthropology, 15(1), 163–246.Google Scholar
Searle, J. R. (1969). Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Silverstein, M. (1976). Shifters, linguistic categories and cultural description. In Basso, K. H. and Selby, Henry A. (eds.), Meaning in Anthropology (pp. 11–55). Albuquerque, NM: University of New Mexico Press.Google Scholar
Stivers, T., Mondada, L., and Steensig, J. (eds.). (2011). The Morality of Knowledge in Conversation. Cambridge: Cambridge University Press.Google Scholar
Takada, A. (2013). Generating morality in directive sequences: distinctive strategies for developing communicative competence in Japanese caregiver-child interactions. Language & Communication, 33, 420–438.Google Scholar
Takada, A., and Endo, T. (2015). Object transfer in request-accept sequence in Japanese caregiver-child interaction. Journal of Pragmatics, 82, 52–66.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×