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This special issue examines gender construction by children in some
of its rich cultural and contextual complexity and in some of its
interactions with power. The first two articles are about preschool
children's language. One examines preschoolers' socialization into
Japanese--a language in which gender marking is inescapable, and
the other compares Mandarin-speaking preschoolers' language in
Mainland China with that of English-speaking preschoolers in the
United States. Dealing with middle-school aged children, the next
two articles deal with the influence of expertise and examine talk
within a mixed-sex group of Latino children doing groupwork. The
issue concludes with an epilogue commenting on the special issue
and critically examining the problem of gender indexing.
This collection of essays is a representative sample of the current
research and researchers in the fields of language and social
interactions and social context. The opening chapter, entitled
"Context in Language," is written by Susan Ervin-Tripp, whose
diverse and innovative research inspired the editors to dedicate
this book to her honor. Ervin-Tripp is known for her work in the
fields of linguistics, psychology, child development, sociology,
anthropology, rhetoric, and women's studies. She has played a
central role in the definition and establishment of
psycholinguistics, child language development, and
sociolinguistics, and has been an innovator in terms of approaches
and methods of study.
This book covers a wide range of research interests in the field,
from linguistically oriented approaches to social and ethnography
oriented approaches. The issue of the relationships between forms
and structures of language and social interactions is examined in
studies of both adult and child speech. It is a useful anthology
for graduate students studying language and social interaction, as
well as for researchers in this field.
This collection of essays is a representative sample of the current
research and researchers in the fields of language and social
interactions and social context. The opening chapter, entitled
"Context in Language," is written by Susan Ervin-Tripp, whose
diverse and innovative research inspired the editors to dedicate
this book to her honor. Ervin-Tripp is known for her work in the
fields of linguistics, psychology, child development, sociology,
anthropology, rhetoric, and women's studies. She has played a
central role in the definition and establishment of
psycholinguistics, child language development, and
sociolinguistics, and has been an innovator in terms of approaches
and methods of study.
This book covers a wide range of research interests in the field,
from linguistically oriented approaches to social and ethnography
oriented approaches. The issue of the relationships between forms
and structures of language and social interactions is examined in
studies of both adult and child speech. It is a useful anthology
for graduate students studying language and social interaction, as
well as for researchers in this field.
This special issue examines gender construction by children in some
of its rich cultural and contextual complexity and in some of its
interactions with power. The first two articles are about preschool
children's language. One examines preschoolers' socialization into
Japanese--a language in which gender marking is inescapable, and
the other compares Mandarin-speaking preschoolers' language in
Mainland China with that of English-speaking preschoolers in the
United States. Dealing with middle-school aged children, the next
two articles deal with the influence of expertise and examine talk
within a mixed-sex group of Latino children doing groupwork. The
issue concludes with an epilogue commenting on the special issue
and critically examining the problem of gender indexing.
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