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"Dinner Talk" draws upon the recorded dinner conversations of, and
extensive interviews with, native Israeli, American Israeli, and
Jewish American middle-class families to explore the cultural
styles of sociability and socialization in family discourse. The
thesis developed is that family dinners in Western middle-class
homes fulfill important functions of sociability for all
participants and, at the same time, serve as crucial sites of
socialization for children through language and for language use.
The book demonstrates the way talk at dinner constructs, reflects,
and invokes familial, social, and cultural identities and provides
social support for easing the passage of children into adult
discourse worlds.
Family discourse at dinner emerges as a particularly rich site for
discursive socialization and a highly meaningful enactment of
sociable behavior in culturally patterned ways. Although all the
families studied have a commom Eastern European background, Israeli
and Jewish American families are shown to differ extensively in
their interactional styles, in ways that enact historically
different, community-related interpretations of the dialectics of
continuity and change. Native Israeli, American Israeli, and Jewish
American families differ culturally in the ways they negotiate
issues of power, independence, and involvement through various
speech activities such as the choice and initiation of topics,
conversational story-telling, naming practices, metapragmatic
discourse, politeness strategies, and in immigrant, bilingual
families, language choice and code switching. "Dinner Talk"
demonstrates the unique interactional style of each of the groups,
linking the observed communication patterns to the ideological,
sociocultural, and historical contexts of their respective
communities.
This innovative study of family discourse from a cross-cultural
perspective will appeal to students and specialists in
sociolinguistics, communication, anthropology, child language, and
family and Jewish studies, as well as to all interested in patterns
of communication within families.
"Dinner Talk" draws upon the recorded dinner conversations of, and
extensive interviews with, native Israeli, American Israeli, and
Jewish American middle-class families to explore the cultural
styles of sociability and socialization in family discourse. The
thesis developed is that family dinners in Western middle-class
homes fulfill important functions of sociability for all
participants and, at the same time, serve as crucial sites of
socialization for children through language and for language use.
The book demonstrates the way talk at dinner constructs, reflects,
and invokes familial, social, and cultural identities and provides
social support for easing the passage of children into adult
discourse worlds.
Family discourse at dinner emerges as a particularly rich site for
discursive socialization and a highly meaningful enactment of
sociable behavior in culturally patterned ways. Although all the
families studied have a commom Eastern European background, Israeli
and Jewish American families are shown to differ extensively in
their interactional styles, in ways that enact historically
different, community-related interpretations of the dialectics of
continuity and change. Native Israeli, American Israeli, and Jewish
American families differ culturally in the ways they negotiate
issues of power, independence, and involvement through various
speech activities such as the choice and initiation of topics,
conversational story-telling, naming practices, metapragmatic
discourse, politeness strategies, and in immigrant, bilingual
families, language choice and code switching. "Dinner Talk"
demonstrates the unique interactional style of each of the groups,
linking the observed communication patterns to the ideological,
sociocultural, and historical contexts of their respective
communities.
This innovative study of family discourse from a cross-cultural
perspective will appeal to students and specialists in
sociolinguistics, communication, anthropology, child language, and
family and Jewish studies, as well as to all interested in patterns
of communication within families.
This volume provides a comprehensive and in-depth analysis of the
contribution of multiparty intergenerational talk in a variety of
cultures to the development of children's communicative capacities.
The book focuses on the complexity of the cultural and
interactional contexts in which pragmatic learning occurs and
re-examines certain assumptions implicit in research on language
socialization to date, such as primacy of dyadic interactions in
the early ages and the presupposition of a monolingual social
matrix.
One of the aims of the book is to demonstrate the degree of
cultural diversity in paths of pragmatic development. Individual
chapters present empirically grounded analyses of talk with
children of all ages, in different participation structures and in
a variety of cultures. In pursuing this theme the volume is meant
to further enrich cross-cultural perspectives on language
socialization by providing in each of its chapters an empirically
grounded analysis of the development of one specific dimension of
discursive skill.
The nine invited chapters comprise new empirical work on the
development of specific discourse dimensions. Authors have been
asked also to adopt a reflexive stand on their line of research and
to incorporate in the chapter a comprehensive and critical
perspective on former work on the discursive dimension
investigated. The discourse dimensions represented in the volume
include narratives, explanations, the language of control in
intergenerational and intragenerational talk, the language of humor
and affect, and bilingual conversations. The volume offers a rich
spectrum of cultural variety in pragmatic development, including
studies of American, Greek, Japanese, Mayan, Norwegian, and Swedish
children and families.
This volume provides a comprehensive and in-depth analysis of the
contribution of multiparty intergenerational talk in a variety of
cultures to the development of children's communicative capacities.
The book focuses on the complexity of the cultural and
interactional contexts in which pragmatic learning occurs and
re-examines certain assumptions implicit in research on language
socialization to date, such as primacy of dyadic interactions in
the early ages and the presupposition of a monolingual social
matrix.
One of the aims of the book is to demonstrate the degree of
cultural diversity in paths of pragmatic development. Individual
chapters present empirically grounded analyses of talk with
children of all ages, in different participation structures and in
a variety of cultures. In pursuing this theme the volume is meant
to further enrich cross-cultural perspectives on language
socialization by providing in each of its chapters an empirically
grounded analysis of the development of one specific dimension of
discursive skill.
The nine invited chapters comprise new empirical work on the
development of specific discourse dimensions. Authors have been
asked also to adopt a reflexive stand on their line of research and
to incorporate in the chapter a comprehensive and critical
perspective on former work on the discursive dimension
investigated. The discourse dimensions represented in the volume
include narratives, explanations, the language of control in
intergenerational and intragenerational talk, the language of humor
and affect, and bilingual conversations. The volume offers a rich
spectrum of cultural variety in pragmatic development, including
studies of American, Greek, Japanese, Mayan, Norwegian, and Swedish
children and families.
Inside and outside the classroom, children of all ages spend time
interacting with their peers. Through these early interactions,
children make sense of the world and co-construct their childhood
culture, while simultaneously engaging in interactional activities
which provide the stepping stones for discursive, social and
cognitive development. This collection brings together an
international team of researchers to document how children's peer
talk can contribute to their socialization and demonstrates that if
we are to understand how children learn in everyday interactions we
must take into account peer group cultures, talk, and activities.
This book will be of interest to students and researchers in the
fields of language acquisition, sociolinguistics, pragmatics and
discourse analysis, and related disciplines. It examines naturally
occurring talk of children aged from three to twelve years from a
range of language communities, and includes ten studies documenting
children's interactions and a comprehensive overview of relevant
research.
Inside and outside the classroom, children of all ages spend time
interacting with their peers. Through these early interactions,
children make sense of the world and co-construct their childhood
culture, while simultaneously engaging in interactional activities
which provide the stepping stones for discursive, social and
cognitive development. This collection brings together an
international team of researchers to document how children's peer
talk can contribute to their socialization and demonstrates that if
we are to understand how children learn in everyday interactions we
must take into account peer group cultures, talk, and activities.
This book will be of interest to students and researchers in the
fields of language acquisition, sociolinguistics, pragmatics and
discourse analysis, and related disciplines. It examines naturally
occurring talk of children aged from three to twelve years from a
range of language communities, and includes ten studies documenting
children's interactions and a comprehensive overview of relevant
research.
This is a collection of contributed essays on topics in interlanguage pragmatics, which is the study of how non-native speakers and listeners use their deficient communicative competence to cope with a variety of communicative tasks. This volume will be the first comprehensive study of this important linguistic topic.
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