Language socialisation

L'importance de la compétence en lecture des élèves au primaire, les approaches sociolinguistiques et le contexte de la langue française au Québec relèvent encore des débats importants: le statut du français en contexte d’immersion, les interactions entre les élèves à l'école et l’enseignant, le développement d'une langue seconde, la compétence orale, investissement social, et le lien entre l’identité et la culture.

Plusieurs chercheurs Canadiens se sont déjà penchés sur la réussite éducative et l’intégration socioscolaire des élèves des niveaux primaire et secondaire issus de l’immigration. Le rôle de la compétence en lecture des élèves des niveaux primaire et secondaire en lien avec leur réussite scolaire a été le sujet fondamental dans diverses études. La prévention des difficultés à l’école primaire maximisant les apprentissages socioscolaires au début de la scolarisation (Poulin et Brodeur, 2010) et la prévention des difficultés d’apprentissage en lecture chez les enseignants de maternelle (Brodeur et al, 2005) démontrent également l’importance de la compétence en lecture chez les élèves fréquentant l’école. Il devient donc pertinent d’explorer les facteurs ou les conditions favorables contribuant à la socialisation, l’adaptation et la réussite scolaire de ce publique. De viser à connaitre l’impact du côté socio-culturel et identitaire de l’apprentissage du français langue seconde(langue de la scolarité) en contexte français du Québec sur la réussite scolaire et socialisation des élèves allophones des niveaux primaire-secondaire, c’est-à-dire en lecture/écriture. L’étude aura comme objectif de donner un aperçu du parcours socioscolaire ainsi que les facteurs clés liés à la réussite scolaire.

Mots-clés : compétence en lecture- français langue seconde- réussite scolaire.

La thèse s’est attardée à décrire et à comprendre la trajectoire langagière de femmes immigrantes. Cette trajectoire est constituée du projet personnel -tel que défini par Boutinet (1998)- de ce que Nuttin (1985) nomme « la motivation d’accomplissement » et enfin du concept de socialisation langagière (Ochs et Schieffelin, 1984). Des résultats, il ressort entre autres les effets formateurs de la biographie langagière tant sur le plan personnel (conscience du projet personnel, de la motivation d’accomplissement et de la socialisation langagière), sur le plan de l’apprentissage du français (consciences des façons d’apprendre), sur le plan psychologique (estime de soi), social (sentiment d’appartenance à la société d’accueil, autonomie individuelle) et culturel (protection de la culture d’origine par l'usage de la langue maternelle).

Teachers’ beliefs play a key role in their selection of language teaching methodologies; they affect teachers’ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of ‘language socialisation’ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the potentiall...

It is widely accepted that a child is socialised into their culture through their language (Ochs & Schiffelin, 1986). However, little is known about the process of language socialisation and identity development of multilingual children who learn to speak two or more languages, and at the same time are exposed to two different cultures. By combining the theoretical and methodological approaches in language socialisation and broadly those of sociolinguistics; this talk aims to understand how intercultural identities are constructed, ascribed, resisted and negotiated by multilingual children through multilingual practices during meal times among a transnational family.

The participants in our study are a family of four (a mother, father, and two sons aged 5 and 10); they are bilinguals (or multilinguals) in Arabic (Classical Arabic, Yemeni Arabic and Algerian Arabic) and English. The naturally occurring conversational data of 12 hours was collected largely following the methodology of ethnography. The data analysis shows that young bilinguals employed a range of resources, such as their use of address terms, and code-switching, among other things, to build and negotiate their multiple, multi-layered and developing intercultural identities during mealtimes. The data also shows that children exercise their agency through creatively using the very same linguistic tools employed by their parents, to evade topics, act against social order, claim their right as speakers and still present their identities. As a result children themselves become socialisers of their parents and hence culture evolves, is modified, and altered to suit the event at hand. Language as a site plays a major role for identity formation and manifestation as well as socialisation into culture(s), it is hoped that this presentation can demonstrate how such a phenomena are achieved.

Considered in the context of Cameroon and especially in the rural areas, starting school has its own peculiarities. The particular focus of my study is on the move from home to school for young children who have reached school age and the disruptions that arise from this change. Language is probably the most important feature of this upheaval, given that the home language is different from the school language and moreover, that the home language does not have a written form while the school language is a former colonial language. This study will concentrate on the long-term impact of this traumatic educational experience on individual children.

Relatively little is known about language socialisation in multilingual contexts. This presentation is based on findings of ongoing work based on a family of four, who are multinguals in Arabic, two further Arabic dialects, English, and French. The analysis focuses on the use of these languages during dinner by family members in conversation. The choice of code and creative use of address terms are analysed carefully as language socialisation strategies in a bid to understand how socialisation takes place (viewing both parents and children as agents of socialisation) and how family members present various and varied social identities.  Using data from 12 hours of video recorded family mealtime conversation it becomes clear that choice of code and linguistic tools are indexes of the desired identities the speakers (both parents and children) wish to manifest, and the habitus the parents wish to inculcate in the children.  Not only do they negotiate, re-negotiate, create and re-create their identities, but they also challenge those of other speakers through their use of these two consistent mediums, code choice and linguistic tool.  Children challenge the authority of their parents through use of address terms unique to Arabic (and a few other languages) and change code during conversation to resist parental orders and still maintain social order at the dining table, whilst presenting varied identities at the same time. Similarly, in addition to manifesting their identities, the parents also use code and address terms in strategic ways to forward their agenda of their desired socialization and ensure that the children carry out their orders; whilst managing their behaviour at the same time without resorting to physical tactics.

The article’s theme concerns challenges encountered in the 21st century in the course of language communicative education within the scope of Polish as a native language. The author expresses conviction that socialisation process does not substitute for education, and therefore one of the paramount purposes/aims of language education within the scope of native language is to cater to the language-communicative needs of students stemming from cultural transformation taking place in the contemporary world. New tasks that a Polish language teacher needs to face are developing the so-called new communicative competency which facilitates communicative acts in media-dominated world of today, including digital media. The said tasks also involve counteracting the lowering of verbal communication standards, particularly the cases of verbal aggression and primitive vocabulary.
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Tematyka artykułu dotyczy wyzwań XXI wieku w toku językowej edukacji komunikatywnej w zakresie języka polskiego jako ojczystego. Autorka wyraża przekonanie, że proces socjalizacji nie zastępuje edukacji, dlatego jednym z nadrzędnych celów / zadań edukacji językowej w zakresie języka ojczystego jest zaspokojenie potrzeb językowo-komunikacyjnych uczniów wynikających z przemian kulturowych zachodzących w współczesny świat. Nowe zadania, przed którymi stoi lektor języka polskiego, to rozwijanie tzw. Nowej kompetencji komunikacyjnej, która ułatwia czynności komunikacyjne w dzisiejszym zdominowanym przez media świecie, w tym w mediach cyfrowych. Zadania te obejmują także przeciwdziałanie obniżaniu standardów komunikacji werbalnej, zwłaszcza w przypadkach agresji werbalnej i słownictwa prymitywnego.

This paper reports part of a broader qualitative case study of Asian students " translation " (Agar, 2006) to study in an Australian university. The paper is concerned with the experiences of eight participants and their involvement in a training programme in the use of language learning strategies (LLS) to support their engagement with second language (L2) academic and social discourses. Agar's (1994) concept of languaculture is used to frame the study. The participants' ability to translate between languaculture 1 (LC1—their home linguistic and cultural context) and languaculture 2 (LC2—the linguistic and cultural context of Australia) is investigated. The findings indicate that LLS can be assistive in this process but that there are contextual and linguistic factors that mediate success. These findings, and the data from the study, have enabled a refinement of Agar's (1994; 2006) languaculture model to better accommodate how training in the use of LLS can su...

The linguistic choices teachers and educators make in their spheres of influence depend on their own language experiences and how these have shaped their thinking. In this article, we draw on teacher beliefs, social activism and language socialisation perspectives to demonstrate the potential impact of the Multilingual Socialisation (M-SOC) tool. This theory-informed tool was designed to: (1) make visible multilingual practices where they exist; (2) establish a link between biographical experiences, actions and beliefs related to multilingual practices in education; and (3) expose educators less familiar with multilingualism in education to practical ideas, thus enabling reflection and inspiration. This is part of a potentially wider collective action project that has the aim of generating greater acceptance of multilingual practices in education. Here, we present and evaluate the first stage of the M-SOC project and a follow-on consultation phase and draw conclusions for future research. The quantitative and qualitative analyses of the first results (n = 81) from our ongoing data collection indicate that the M-SOC tool has a role to play as an effective theory-informed teacher development tool that is able to identify, inform and change teachers’ thinking and intentions regarding their classroom practices.

Relationships between words and meaning are central to effective language use. Noticing these relationships is essential for students to become successful language learners, in terms of acquiring language and becoming active participants in a social group. This article considers how to achieve this using a pedagogical corpus with Microsoft OneNote.