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    Although the originators of the language socialization (LS) paradigm werecareful to cast socialization as a contingent, contested, ‘bidirectional’ process, thefocus in much first language LS research on ‘successful’ socialization amongchildren and caregivers may have obscured these themes. Despite this, I suggestthe call for a more ‘dynamic model’ of LS (Bayley and Schecter 2003), whilecompelling, is unnecessary: contingency and multidirectionality are inherent inLS given its orientation to socialization as an interactionally-mediated process.This paper foregrounds the ‘dynamism’ of LS by examining processes comprising‘unsuccessful’ or ‘unexpected’ socialization. Specifically, it analyses interactionsinvolving ‘oldtimer’ ‘Local ESL’ students and their first-year teachers at amultilingual public high school in Hawai’i. Contingency and multidirectionalityare explicated through analysis of two competing ‘cultural productions of theESL student.’ The first, manifest in ESL program structures and instruction, wasschool-sanctioned or ‘official.’ Socialization of Local ESL students into thisschooled identity was anything but predictable, however, as they consistentlysubverted the actions, stances, and activities that constituted it. In doing so,these students produced another, oppositional ESL student identity, which cameto affect ‘official’ classroom processes in significant ways.INTRODUCTIONThe socialization of children or novices by adults or experts into particularroles, identities, and world views has been the topic of scholarship for decadesacross the social sciences. Concerning as it does ‘the activity that confronts andlends structure to the entry of nonmembers into an already existing world’(Wentworth 1980: 85), the nexus of socialization research engages suchlongstanding problematics as ‘agent vs. structure’, ‘voluntarism vs. determin-ism’, and ‘macro vs. micro’. Depending on disciplinary origin and theoreticalorientation, emphases have varied in the diverse socialization literature on theinfluence that, for example, society has on the individual, or genetics has overthe environment. Notwithstanding differences in emphasis, however, earlytheories of socialization—from the psychoanalytic tradition of Freud (1939),to the sociological functionalisms of Durkheim (1997) and Parsons (1937),
    8 years ago by @umatadema
     
      2015_E852ESLTMA03Talmyagentethnographylearneridentitysocializationstructure
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      This article describes a longitudinal ethnographic research project in a Grade 1 classroom enrolling L2 learners and Anglophones. Using a community-of-practice perspective rarely applied in L2 research, the author examines three classroom practices that she argues contribute to the construction of L2 learners as individuals and as such reinforce traditional second language acquisition perspectives. More importantly, they serve to differentiate participants from one another and contribute to community stratification. In a stratified community in which the terms of stratification become increasingly visible to all, some students become defined as deficient and are thus systematically excluded from just those practices in which they might otherwise appropriate identities and practices of growing competence and expertise.
      8 years ago by @umatadema
       
        2015_E852COPESLTMA03Tooheychildrenclassroomethnographylearneridentitylongitudinalstratification
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        This articlereportson a qualitativemultiplecase studythatexplored the academicdiscoursesocializationexperiencesof L2 learnersin a Canadian Groundedin thenotionof of university. "community prac- tice"(Lave&Wenger1,991,p.89),thestudyexaminedhowL2learners negotiatedtheirparticipationand membershipin theirnewL2 class- roomcommunities, in classdiscussionsT.he particularly open-ended included6female studentfsrom and10of participants graduate Japan theircourseinstructorSst.udent interviewasn,dclassroom self-reports, observationwserecollectedoveran entireacademicyeartoprovidean ofthestudents' abouttheir in-depthl,ongitudinaalnalysis perspectives classparticipationacrossthecurriculumT.hreecase studiesillustrate thatstudentsfaced a major challengein negotiatingcompetence, identities,and power relations,which was necessaryfor them to and be as and membersof participate recognized legitimate competent theirclassroomcommunitiesT.he studentsalso attemptedto shape theirown learningand participationby exercisingtheirpersonal and their whichwere agency activelynegotiating positionalities, locally constructedin a classroom. forclassroom given Implications practices and futureresearchare also discussed.
        8 years ago by @umatadema
         
          2015_E852ESLMoritaTMA03classroomcommunityethnographyidentityparticipation
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          This paper analyses the contribution of student agency and teacher contingency in the construction of classroom discourse in adult English for speakers of other languages (ESOL) classes for refugees and asylum seekers, for whom the identity of student itself can constitute a stable point in a highly unstable and potentially threatening lifeworld. In contrast to accepted ideas of the prevalence of teacher-initiated initiation–response–feedback (IRF) sequences in whole group teacher-fronted activity, characteristic student- initiated moves for bringing the outside into classroom discourse are identified. These are discussed in terms of the student agency and teacher contingency involved, drawing on the Bakhtinian notion of “answerability.”: teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to less docile more agentive and open-ended models of classroom discourse than have typically been evidenced in the literature.
          8 years ago by @umatadema
           
            2015_E852BaynhamESLIRFTMA03adulteducationagencyclassroomcontingencydiscourseethnographyspeech
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