Language Socialization in Classrooms: Culture, Interaction, and Language Development

ISBN 10: 1107187834 / ISBN 13: 9781107187832

Published by Cambridge University Press, 2020

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Bibliographic Details

• Title: Language Socialization in Classrooms: Culture, Interaction, and Language Development
• Publisher: Cambridge University Press
• Publication Date: 2020
• Language: English
• ISBN 10: 1107187834
• ISBN 13: 9781107187832
• Binding: Hardcover
• Condition: New

About this title

Synopsis

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.

About the Authors

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.