Georgetown University LogoGeorgetown University Library LogoDigitalGeorgetown Home
    • Login
    View Item 
    •   DigitalGeorgetown Home
    • Georgetown University Institutional Repository
    • Georgetown College
    • Department of Linguistics
    • Graduate Theses and Dissertations - Linguistics
    • View Item
    •   DigitalGeorgetown Home
    • Georgetown University Institutional Repository
    • Georgetown College
    • Department of Linguistics
    • Graduate Theses and Dissertations - Linguistics
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Language socialization in the internationally adoptive family : identities, second languages, and learning

    Cover for Language socialization in the internationally adoptive family : identities, second
      languages, and learning
    View/Open
    View/Open: fogleEvelyn.pdf (2.1MB) Bookview

    Creator
    Fogle, Evelyn Wright.
    Description
    Thesis (Ph.D.)--Georgetown University, 2009.; Includes bibliographical references.; Text (Electronic thesis) in PDF format. Language socialization research, or the study of how children and other novices are socialized through language and to use language, has long acknowledged that socialization is a bidirectional process (Ochs, 1988; Ochs & Schieffelin, 1984; Schieffelin & Ochs, 1986); however, relatively few studies directly address the ways in which novices socialize experts in interaction and how socialization processes are collaborative and co-constructed. The current study begins to fill this gap by examining interactions in three internationally adoptive families where native English-speaking parents have adopted children at school age from Russian-speaking regions. Specifically, I show how school-age children play a role in shaping family discourse by resisting, eliciting, and negotiating narrative routines, language-related episodes, and language choice in interaction with their parents.; Three adoptive families (10 adoptees, aged 4-17, and 5 adults) participated in the study. Each family consisted of English-speaking parents and at least one Russian-speaking child adopted at the age of five or older. Each family self-recorded mealtimes and other family interactions (e.g., literacy events, carpool, and game time) for six months, recording a total of about 25 hours of interaction. Regular interviews were also conducted with family members. Data from each family were considered individually as a part of a collective case study and were analyzed longitudinally to identify patterns of interaction in each family's conversations.; Findings from this study contribute to an understanding of how second language learners actively shape their learning environments at the same time that they take on interactional roles and construct identities. By viewing learning as a process of participation and identity formation, I conclude that for the international adoptees socialized in middle-class American families in this study, learning encompasses not only acquiring linguistic, pragmatic, and sociocultural knowledge, but also how to take on agentive roles in obtaining and negotiating such knowledge, which can have implications for classroom second language learning. The study further examines differences in routine talk about the day and spontaneous narratives, the social functions of language-related episodes, and relationships between language competence and language negotiation.
    Permanent Link
    http://hdl.handle.net/10822/553145
    Date Published
    2009
    Subject
    Sociolinguistics; Adoptive parents; Families--United States; Second language acquisition--Research; Intercountry adoption--United States; Discourse analysis--United States
    Type
    thesis
    Publisher
    Georgetown University
    Collections
    • Graduate Theses and Dissertations - Linguistics
    Metadata
    Show full item record

    Related items

    Showing items related by title, author, creator and subject.

    • Cover for Exploring the Links between Second Language Learners’ Proneness to Shame and Proneness to Guilt and their Language Learning Motivation and Achievement

      Exploring the Links between Second Language Learners’ Proneness to Shame and Proneness to Guilt and their Language Learning Motivation and Achievement 

      Teimouri, Yasser (Georgetown University, 2019)
      Emotion research in second language acquisition (SLA) research is undergoing rapid changes with an increasing number of studies exploring its role in second language (L2) learning (Prior, 2019). In line with this rising ...
    Related Items in Google Scholar

    Georgetown University Seal
    ©2009 - 2022 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility
     

     

    Browse

    All of DigitalGeorgetownCommunities & CollectionsCreatorsTitlesBy Creation DateThis CollectionCreatorsTitlesBy Creation Date

    My Account

    Login

    Statistics

    View Usage Statistics

    Georgetown University Seal
    ©2009 - 2022 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility