Cover

Table of Contents

Cover

Blackwell Handbooks in Linguistics

Title page

Copyright page

List of Illustrations

Notes on Contributors

Acknowledgments

1 The Theory of Language Socialization

Scope of Language Socialization

Language Socialization and Agency

Becoming Speakers of Cultures

Transcending the Nature–Nurture Divide

Semiotic Resources for Socialization

Language Socializing Practices

Language Socialization and Speech Communities

Conclusion

Part I: Interactional Foundations

2 The Cultural Organization of Attention

Introduction

Joint Attention in Infant–Caregiver Interaction in the First 12 Months

Interactional Studies of Attention Management and Infant Pointing, 12–18 Months

Comparative Study of Caregiver–Infant Interaction

Conclusions

3 Preverbal Infant–Caregiver Interaction

Social Interactions in ‘Babyscience’

Caregiver–Child Interactions Among the San

Conclusion

4 Language Socialization and Multiparty Participation Frameworks

Introduction

Participation Frameworks and Language Learning

Corporeal Niches and Participant Configurations

The Emergent Participant: The Language Socialization of Zinacantec Mayan Infants

Conclusions

ACKNOWLEDGMENTS

Part II: Socialization Strategies

5 Rethinking Baby Talk

Introduction

Historical Roots of Baby-Talk Research

Sociocultural Ecologies of Early Development

Language Socialization and Developmental Difference

Euro-American Habitus of Baby Talk and Autism

An Algorithm to Support Social Engagement in Autism

Conclusion

ACKNOWLEDGMENTS

6 Local Theories of Child Rearing

Introduction

Local Theories

Theories of Child-Rearing and Language Shift in Dominica, West Indies

Conclusion

7 Language Socialization and Shaming

Critical Perspectives on Shame

Shame Re-examined

Socializing Shame Across Cultures

The Discursive Practices of Shaming

Embodied Practices of Shaming

Keying Shaming

Responses to Verbal Shaming

Shaming Over the Lifespan

Conclusion

8 Language Socialization and Narrative

Heterogeneity of Narrative Practices

Narrative and Self-Construction

Socialization and Narrative Inequality

Listening to Untold and Devalued Narratives

Conclusion

9 Language Socialization and Repetition

Introduction

Practices of Repetition

Repetition in Context

Conclusions

10 Literacy Socialization

Introduction

Shifting Notions of Literacy: From ‘Great Divide’ Theories to Situated Perspectives on Reading and Writing

Learning to Read and Write

Ideologies of Text and Literacy Instruction

Alternative Literacies

Conclusions

11 Language Socialization in Children’s Medical Encounters

Background

When Physicians Ask Children Questions

Accounting for Physician Behavior

Discussion

ACKNOWLEDGMENTS

Part III: Social Orientations

12 Language Socialization and Politeness Routines

Introduction

Previous Research

Politeness Routines: Linguistic and Embodied Practice

Conclusion

ACKNOWLEDGMENTS

13 Language Socialization and Stance-Taking Practices

Introduction

Previous Studies on Socialization into Epistemic and Affective Stances

The Role of Deshoo in Japanese as a Foreign Language Learners’ Language Socialization

Deshoo in the Assessment of Food

Japanese as a Foreign Language Learners’ Understanding of Deshoo

Conclusion

ACKNOWLEDGMENTS

14 Language Socialization and Morality

Introduction

Language Socialization Studies of Morality

Foucault’s Approach to Morality and Ethics

The Hasidic Example: A Nonliberal Religious Diaspora in Brooklyn

Hasidic Gendered Modesty: A Technology of the Self

A Practice-Based Approach to Morality: Contributions from Language Socialization to the Anthropology of Religion

Conclusions

15 Language Socialization and Hierarchy

Social Hierarchy as Semiotic Practice

Socialization into Hierarchy

Socialization into Hierarchy in Northern Thailand

Conclusion

ACKNOWLEDGMENTS

16 Peer Language Socialization

Introduction

Evaluative Commentary

Membership Categorizations

Accomplishing Local Social Order with Directives in Pretend Play

Play with Voicing, Stylization, Genre, and Participation Frameworks – Taking Stances

Juxtaposing Resources from Multiple Languages

Conclusion

17 Language Socialization and Exclusion

Introduction

Moroccan Immigrant Children in Contemporary Spain

Language and Prejudice: Articulating the ‘Other’ in Discourse

Becoming the ‘Other’: Socialization into Marginalized Identities

Conclusion

Part IV: Aesthetics and Imagination

18 Language Socialization in Art and Science

Introduction

The Unity of Art and Science: A Historical Perspective

Neuroscience’s Contributions to Language Socialization Research

Socialization to Art and Science within Remote Indigenous Communities

Adolescent Language

Planned Learning Environments and the Separation of Art and Science

Conclusions

ACKNOWLEDGMENTS

19 Language Socialization and Verbal Improvisation

Introduction

Repetition versus Variation

Improvisation as Flexibility in Execution of Tasks

Play and Other Creative Behaviors

The Ubiquity of Improvisation

Improvisation as Patterned Behavior

The Evaluation and Sanctioning of Improvisation

Conclusions

ACKNOWLEDGMENTS

20 Language Socialization and Verbal Play

Play Hierarchies and Language Socialization

Participants’ Perspectives – A Methodological Note

Access Rituals

Teasing

Consumption, Play Hierarchies, and Peer Assessments

Performance, Accentuations, and Language Play

Code-Switching and Language Shift

Beyond Rousseau – Toward Models of Verbal Play Aesthetics and Play Hierarchies

Part V: Language and Culture Contact

21 Language Socialization and Language Ideologies

Socializing Language Ideologies. . . Ideological Language Socialization

The Impact of Power-Inflected Ideologies on Socialization

Power-Inflected Socialization of Politically Loaded Language Ideologies

Language Ideology and Language Socialization in La Francophonie

Conclusions

ACKNOWLEDGEMENTS

22 Language Socialization and Language Shift

Codes in Contact

Linking Ideology and Practice

Transforming Subjectivities

Language Shift in St. Lucia

What Comes Naturally: Chantal

Having and Showing a Code Preference: Lamar

Being Put to the Test: Crystal

Toward a Human-Developmental Perspective on Language Shift

ACKNOWLEDGMENTS

23 Language Socialization and Immigration

Overview

Approaches to the Study of Immigration

Intersections of Language, Movement, and Power: How Language Socialization Research Contributes to the Study of Immigration

Conclusions

ACKNOWLEDGMENTS

24 Second Language Socialization

Introduction: Second Language Socialization

Review of Research on Second Language Socialization

Conclusion

25 Heritage Language Socialization

Locating Heritage Language Development in a Research Tradition

Review of the Literature

Case in Point: Chinese as a Heritage Language

26 Language Socialization and Language Endangerment

Introduction

Language Endangerment

Language Socialization Studies

Sign Languages and Language Endangerment

Language Socialization and Endangerment of Ban Khor Sign Language

Conclusion

ACKNOWLEDGMENTS

27 Language Socialization and Language Revitalization

Language Socialization and Ideologies of Language Revitalization

Language Revitalization and Children’s Agency

Language Revitalization and Schooling

Language Socialization and Language Revitalization

Index

Blackwell Handbooks in Linguistics

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Title page

List of Illustrations

Figure 2.1 Results, five-minute samples, Tzeltal versus Rossel.

Figure 2.2 Dini, his uncle, and his puddle of urine.

Figure 2.3 N:iin:ii and mother, with uncle, ball, and bystanders.

Figure 2.4 Baby Lus, father, and pants.

Figure 2.5 Baby Xmik, mother, and bird.

Figure 3.1 The |kii of tsando.

Figure 4.1 Diagramming participation. Adapted from Clark (1996). © Cambridge University Press.

Figure 4.2 Corporeal arrangements in participation frameworks. After Ochs, Solomon, and Sterponi (2005).

Figure 4.3a Nested (behind caregiver).

Figure 4.3b Nested (behind caregivers).

Figure 4.4 Nested (in front of caregiver).

Figure 4.5a L alignment.

Figure 4.5b L alignment.

Figure 4.6 Corporeal arrangements in two Mayan Tzotzil infants’ interactions.

Figure 4.7 Mock offer: ‘Take your lollipop.’

Figure 4.8 ‘Take this one away, take him!’

Figure 4.9 Baby Petu makes eye contact with LL.

Figure 4.10 Baby Petu raises one arm.

Figure 4.11 Baby Petu raises both arms.

Figure 4.12 Baby Petu gestures towards LL.

Figure 4.13 Aunt Loxa reports gesture as ‘Give it here (to me), she says.’

Figure 4.14 Baby Petu smiles at LL. ‘See? “Give it here,” she says.’

Figure 4.15 Dyadic interchange between infant and filmmaker.

Figure 4.16 Projection of ‘referential triangle’ in triadic participation (‘Give it here (to me), she says’).

Figure 4.17 Percentage of interactional routines with Cande (11 months).

Figure 4.18 A prompting routine.

Figure 4.19 Participation frameworks in a prompting routine.

Figure 4.20 Pointing by caregiver and child (two dyads).

Figure 4.21 Adult’s attention to referent in child’s pointing actions (age: 12 months; one-hour sample).

Figure 5.1 Lev with a speech therapist (left) and aide. Reproduced from Ochs, Solomon, and Sterponi (2005).

Figure 5.2 Jacob and his mother, Shannon.

Figure 11.1 Physician selecting the mother to answer.

Figure 11.2 Physician selecting the boy to answer.

Figure 12.1 A girl (left) hands a sand toy to a boy (right).

Figure 12.2 A girl (left) holds out a sand toy towards a boy (right).

Figure 17.1 Instances of tattling.

Figure 17.2 Peer demonstrates Karim’s infraction by pointing at his jacket zipper.

Figure 17.3 Peer replays Karim’s infraction.

Figure 17.4 Instances of peer directives.

Figure 17.5 Roberto raises his hand while Estrella performs.

Figure 17.6 Peers scrutinize Miriam’s behavior.

Figure 17.7 Instances of fueling the fire.

Figure 17.8 Gaze of child speaker directed at the teacher.

Figure 17.9 Alignment and participation frameworks.

Figure 17.10 Mimon’s and Karim’s embodied reactions.

Figure 17.11 Karim acting surprised.

Notes on Contributors

Karin Aronsson is Professor of Psychology and Director of the Department of Child and Youth Studies at Stockholm University. Her research interests include bilingualism, informal learning, and language socialization practices in peer groups, family life encounters, and institutional arenas such as preschools, classrooms, and schoolyard settings, as well as clinical interviews. More recently, she has focused on informal learning and aesthetic practices of computer gaming. Her work has appeared in Applied Linguistics, Childhood, Discourse & Society, Journal of Pragmatics, Language and Literature, Language in Society, and Text & Talk.

Patricia Baquedano-López is Associate Professor in Language and Literacy, Society and Culture at the Graduate School of Education at the University of California, Berkeley. Her research centers on the study of language socialization and literacy practices in and out of schools. She examines learning and language use at intersections of ethnicity, race, class, and immigrant status. Her publications include the following articles: ‘Language socialization: Reproduction and continuity, transformation, and change’ (with Paul Garrett), ‘Traversing the center: The politics of language use in a Catholic religious education program for immigrant Mexican children,’ and ‘Adaptation: The language of classroom learning.’

Steven P. Black is a lecturer for the Department of Anthropology at the University of California, Los Angeles. He has conducted research on the topic of HIV support and AIDS activism amid stigmatization, working with a Zulu gospel choir in which all group members are living with HIV in Durban, South Africa. He has also worked on an ethnographic project with Alessandro Duranti on creativity and communication in university jazz rehearsals in southern California. His publications include ‘Creativity and learning jazz: The practice of “listening,”’ and ‘The body in sung performance.’

Penelope Brown is a Fellow at the Center for Advanced Study (Wissenschaftskolleg) in Berlin and former senior researcher at the Max Planck Institute for Psycholinguistics in the Netherlands. She is co-author of Politeness: Some Universals in Language Usage, and co-editor of Crosslinguistic Perspectives on Argument Structure: Implications for Learnability. She has published numerous articles on language learning and language socialization, as well as on adult language usage, in the Mayan language, Tzeltal.

Matthew Burdelski is a Visiting Assistant Professor and Mellon Postdoctoral Fellow at Swarthmore College in the Department of Modern Languages and Literatures. Since 1996, he has examined the ways first- and second-language learners of Japanese in households, playgrounds, and classrooms become communicatively competent members of their social group. His research has appeared in Japanese/Korean Linguistics, Language in Society, Linguistics and Education, and Studies in Language Sciences. He teaches courses in Japanese language, society, and popular culture.

Haruko M. Cook is Professor in the Department of East Asian Languages and Literatures at the University of Hawaii at Manoa. Her main research interests include discourse analysis, pragmatics, and language socialization. She is the author of Socializing Identities Through Speech Style: Learners of Japanese as a Foreign Language (2008) and a number of articles published in journals and edited volumes on Japanese sentence-final particles, honorifics and politeness, language socialization, and indexicality.

Lourdes de León is Professor and Researcher at the Center for Research and Higher Studies in Social Anthropology in Mexico City. She is the author of La llegada del alma: Lenguaje, infancia y socialización entre los Mayas de Zinacantán. She also edited, with Cecilia Rojas, La Adquisición de la Lengua Materna: Español, Lenguas Mayas y Euskera, and more recently Socialización, Lenguajes y Culturas Infantiles. Her publications delve into topics of early semantics and infant communicative socialization, and more recently into topics of attention, peer group, and family interaction among the Mayans.

Patricia A. Duff is Professor of Language and Literacy Education and Director of the Centre for Research in Chinese Language and Literacy Education in the Department of Language and Literacy Education at the University of British Columbia. Her books include Case Study Research in Applied Linguistics and the co-edited volumes, Encyclopedia of Language and Education, Vol. 8: Language Socialization and Inference and Generalizability in Applied Linguistics.

Alessandro Duranti is Professor of Anthropology and Dean of Social Sciences at the University of California, Los Angeles. He has carried out fieldwork in (Western) Samoa and in the United States, where he studied political discourse, verbal performance, and everyday routine interactions (e.g. greetings). He has written on intentionality, agency, linguistic relativity, and, more recently, the role of improvisation in musical and verbal interactions. Honors include Guggenheim Fellow and Fellow of the American Academy of Arts and Sciences. His books include From Grammar to Politics, Linguistic Anthropology and A Companion to Linguistic Anthropology.

Ayala Fader is Associate Professor of Anthropology at Fordham University. She is the author of Mitzvah Girls: Bringing Up the Next Generation of Hasidic Jews in Brooklyn. Her articles on gender, multilingualism, language socialization, literacy, and the politics of ethnography have appeared in Contemporary Jewry, Journal of Linguistic Anthropology, Language in Society, and Text & Talk.

Debra A. Friedman is Assistant Professor of Second Language Studies in the Department of Linguistics and Germanic, Slavic, Asian, and African Languages at Michigan State University. She specializes in the application of discourse analysis and language socialization approaches to the study of language classroom interaction, with a particular focus on the sociocultural, political, and ideological aspects of language education and language education policy, and has published in Applied Linguistics.

Heidi Fung is Research Fellow at the Institute of Ethnology, Academia Sinica, Taipei, Taiwan. Her research involves the socialization of morality and affect and the construction of self through narratives (with Peggy J. Miller). She has extended her interest in discursive practices to recently arrived Vietnamese marriage migrants, their Taiwanese husbands, and their children.

Inmaculada M. García-Sánchez is Assistant Professor of Anthropology at Temple University. Her research interests include language and the immigrant experience, language and culture in educational contexts, and language socialization in immigrant communities. Her work on immigrant children has been published in Linguistics and Education and Child Language Brokering: Trends and Patterns in Current Research. She was the recipient of the Council on Anthropology and Education’s 2009 Outstanding Dissertation Award.

Paul B. Garrett is Associate Professor and Director of Graduate Studies in the Department of Anthropology at Temple University. His research focuses on the historical and contemporary sociocultural dynamics of language contact, particularly in Caribbean settings. His work has been published in Annual Review of Anthropology, Journal of Pidgin and Creole Languages, Identities: Global Studies in Culture and Power, Language in Society, and several edited volumes.

Marjorie H. Goodwin is Professor of Anthropology at the University of California, Los Angeles. Her work investigates how talk is used to build social organization within face-to-face interaction, with particular focus on the family and peer group. She is the author of He-Said-She-Said: Talk as Social Organization among Black Children and The Hidden Life of Girls: Games of Stance, Status and Exclusion, studies that combine the methodologies of long-term ethnography with conversation analysis.

Agnes Weiyun He is Associate Professor of Applied Linguistics and Asian Studies at Stony Brook University. She is the author of Reconstructing Institutions: Language Use in Academic Counseling Encounters, co-editor of Talking and Testing: Discourse Approaches to the Assessment of Oral Proficiency, and primary editor of Chinese as a Heritage Language: Fostering Rooted World Citizenry.

Shirley Brice Heath is Margery Bailey Professor of English and Dramatic Literature and Professor of Linguistics, Emerita, Stanford University. She is a linguistic anthropologist, documentary filmmaker, and specialist in longitudinal studies of community and family learning environments in under-resourced areas of Mexico, the United States, England, and Australia. Her books include Ways with Words and the co-authored books The Braid of Literature and On Ethnography: Approaches to Language and Literacy Research. Honors include AERA Distinguished Educator Award, Fellow of American Academy of Arts and Sciences, Guggenheim Fellow, and MacArthur Fellow.

Kathryn M. Howard is Assistant Professor of Education at the University of Pennsylvania. Her work focuses on how multilingual children deploy a range of linguistic resources in educational contexts to enact multiple social identities and relationships, and how these communicative practices change over time. Her research among the Muang of Northern Thailand and Mexican immigrant children in the United States has been published in Journal of Linguistic Anthropology, Journal of Sociolinguistics, Language in Society, Linguistics and Education, and Language & Communication.

Michele Koven is Associate Professor of Communication and Courtesy Research Associate in Anthropology at the University of Illinois at Urbana-Champaign. Her research examines how bilingual daughters of Portuguese migrants raised in France enact and infer identities in a variety of discursive contexts. She is the author of Selves in Two Languages: Bilinguals’ Verbal Enactments of Identity in French and Portuguese. Her work has appeared in American Ethnologist, Ethos, Journal of Pragmatics, Language & Communication, Language in Society, and Text & Talk.

Amy Kyratzis is Professor of Education at the Gevirtz Graduate School of Education, University of California, Santa Barbara. Her research follows children’s peer groups using ethnography, talk-and-interaction, and sociolinguistics, and focuses on how children use language and co-construct peer group social organization, identities, and norms. Current research examines how Mexican-heritage children in a bilingual Spanish–English preschool use language and code-switching in peer play. Her research has been published in edited collections and journals including First Language, Journal of Child Language, Multilingua-Journal of Cross-cultural and Interlanguage Communication, and Research on Language and Social Interaction.

Shumin Lin is a Postdoctoral Scholar in the Department of Anthropology at the University of South Florida. She studies the role of language in the processes of socialization across the lifespan and the construction of social inequality. Her research examines elderly minority speakers’ experiences of linguistic marginalization through their participation in contemporary communicative milieus in media consumption, senior adult education, and intergenerational communication. Her dissertation is titled Education at Last! Taiwanese Grandmothers ‘Go to School.’

Adrienne Lo is Assistant Professor of Anthropology at the University of Illinois at Urbana-Champaign. She is the co-editor of Beyond Yellow English: Toward a Linguistic Anthropology of Asian Pacific America and co-editor of South Korea’s Education Exodus: Early Study Abroad and the Global Project.

Ariana Mangual Figueroa is an Assistant Professor of Language Education in the Graduate School of Education at Rutgers University. Her research examines the language socialization experiences of multilingual Latino communities living in the United States. She is particularly interested in the ways in which juridical categories of citizenship status are negotiated, contested, and/or reproduced during everyday interactions between adults and children.

Peggy J. Miller is Professor of Communication and Professor of Psychology at the University of Illinois at Urbana-Champaign. Her research examines early socialization through the prism of everyday talk in families and communities. Focusing on personal storytelling, she has conducted comparative research across societies (Taiwan and the United States) and social classes (working class and middle class). She is the author of Amy, Wendy, and Beth: Learning Language in South Baltimore, co-author of ‘Raise Up a Child’: Human Development in an African-American Family, and co-editor of The Child: An Encyclopedic Companion. She is currently studying self-esteem as a cultural ideal and child-rearing goal that circulates widely in contemporary US society.

Leslie C. Moore is Assistant Professor in the School of Teaching and Learning at The Ohio State University. Her research examines the social and cultural patterning of language and literacy development in multilingual communities with multiple schooling traditions. She has conducted research in Cameroon and among Somali immigrant-refugees in the United States. Her work has appeared in Language & Communication, Social Analysis, Studies in African Linguistics, and Text & Talk.

Angela M. Nonaka is Assistant Professor of Anthropology at the University of Texas. She has conducted fieldwork on sign languages in Thailand, Japan, and Burma. Her recent publications on language endangerment include ‘Sign languages – The forgotten endangered languages: Lessons on the importance of remembering’ and ‘Estimating size, scope, and membership of the speech/sign communities of undocumented indigenous/village sign languages: The Ban Khor case study.’

Elinor Ochs is University of California, Los Angeles Distinguished Professor of Anthropology and Applied Linguistics. Drawing upon fieldwork in Madagascar, Samoa, and the United States, she co-pioneered, with Bambi B. Schieffelin, the field of language socialization. She analyzes co-narration and problem-solving among typical and neurodevelopmentally impaired children. Books include Culture and Language Development and the co-authored Constructing Panic and Living Narrative. Among other honors, she is Guggenheim Fellow, MacArthur Fellow, and Fellow of American Academy of Arts and Sciences.

Amy Paugh is Associate Professor of Anthropology at James Madison University. Her research interests include language socialization, language ideologies, multilingualism, children and childhood, and working family life in Dominica, Caribbean, and in Los Angeles, California. She has published articles in Discourse & Society, Journal of Linguistic Anthropology, Language in Society, and Time & Society.

Kathleen C. Riley is Adjunct Assistant Professor at Queens College, City University of New York. She has conducted research in francophone multilingual communities in French Polynesia, Montreal, northern Vermont, and a suburb of Paris. Publications include ‘To tangle or not to tangle: Shifting language ideologies and the socialization of Charabia in the Marquesas, French Polynesia,’ ‘Buying a slice of Anglo-American Pie: A portrait of language shift in a Franco-American family,’ and ‘Who made the soup? Socializing the researcher and shaping her data.’

Bambi B. Schieffelin is Collegiate Professor and Professor of Anthropology at New York University. Based on fieldwork in Papua New Guinea and New York Haitian families, she co-pioneered, with Elinor Ochs, the field of language socialization. Her research interests also include language ideologies and language change, translation, missionization, and computer-mediated communication. Books include The Give and Take of Everyday Life: Language Socialization of Kaluli Children and the co-edited volumes Language Ideologies and Consequences of Contact. She is currently completing a book on Christian missionization in Bosavi, Papua New Guinea. Honors include Guggenheim Fellow, National Endowment for the Humanities Fellow, and the American Council of Learned Societies Fellow.

Olga Solomon is Research Assistant Professor in the Division of Occupational Science and Occupational Therapy at the University of Southern California. Her research examines how children and youths with autism engage in meaningful activities with family members, therapists, teachers, and peers in daily life and how interactional dynamics in clinical encounters affect diagnostic processes, interventions, and services. Her work has been published in Annual Review of Applied Linguistics, Annual Review of Anthropology, Discourse Studies, Ethos, and several edited volumes.

Laura Sterponi is Assistant Professor at the University of California, Berkeley Graduate School of Education. Her research focuses on the nexus of literacy, culture, and cognition. She analyzes modes of human involvement with text in relation to historically rooted social conventions and cultural ideologies and language and literacy socialization in different communities and educational settings. Her work has been published in Childhood, Discourse Studies, Human Development, and Linguistics and Education.

Tanya Stivers is Associate Professor of Sociology at the University of California, Los Angeles. She studies social interaction in ordinary and healthcare settings with an interest in comparing interaction practices and structures across languages, cultures, ages, and racial/ethnic groups. She is the author of Prescribing Under Pressure: Parent–Physician Conversations and Antibiotics and co-editor of Person Reference in Interaction: Linguistic, Cultural and Social Perspectives and The Morality of Knowledge in Conversation.

Akira Takada is currently Associate Professor in the Graduate School of Asian and African Area Studies at Kyoto University, Japan. His academic interests include caregiver–child interaction, language socialization, and environmental perception. He has conducted field research in Botswana, Namibia, the United States, and Japan. His research has been published in Japanese Journal of Developmental Psychology and in the edited volumes Nomad: Life in the Wilderness of Africa and Hunter-Gatherer Childhoods: Evolutionary, Developmental, and Cultural Perspectives.

Acknowledgments

The idea for this volume arose from a two-day University of California, Los Angeles (UCLA) symposium on language socialization, interaction and culture organized in 2007 by Alessandro Duranti and Elinor Ochs and sponsored by the Center for Language, Interaction and Culture (CLIC). We are very thankful to the participants for their inspiring presentations, to the UCLA students who helped in planning and running the symposium, and to those who assisted us in editing the chapters. In particular, we would like to acknowledge Robin Conley and Jennifer Guzmán for their attention to all of the details that made the gathering of so many people a smooth and pleasant experience; Merav Shohet and Inmaculada García-Sánchez for their editorial assistance on the first drafts; Karen M. Kuhn, Ruth Brillman, Aleksandra van Loggerenberg, and Rachel Flamenbaum for assistance during the final stages of production; and Heather Loyd for her dedication to this project for more than a year, during which time she provided vital editorial suggestions and kept track of the heavy traffic of drafts, comments, and urgent questions and changes. Danielle Descoteaux and Julia Kirk at Wiley-Blackwell have been a pleasure to work with. Finally, we thank all the contributors for their commitment to this project, their patience with our requests, and, above all, their research. The harmonious combination of scholars of different generations represented in this collection gives us confidence that tradition and innovation will continue to keep language socialization the vibrant field that we want, need, and dream of.

Alessandro Duranti, Elinor Ochs, and Bambi B. Schieffelin