Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-45l2p Total loading time: 0 Render date: 2024-04-27T21:02:59.357Z Has data issue: false hasContentIssue false

Part III - Language Socialization and Ideology

Published online by Cambridge University Press:  10 February 2020

Edited by
Matthew J. Burdelski  and
Kathryn M. Howard
Matthew J. Burdelski
Affiliation:
Osaka University
Kathryn M. Howard
Affiliation:
California State University, Channel Islands
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Language Socialization in Classrooms
Culture, Interaction, and Language Development
 , pp. 179 - 246
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Althusser, L. (1971). Ideology and ideological state apparatuses (notes towards an investigation). In Lenin and Philosophy and Other Essays (translated by B. Brewster) (pp. 127–186). New York, NY: Monthly Review Press.Google Scholar
Baquedano-López, P. (2008). The pragmatics of reading prayers: learning the Act of Contrition in Spanish-based religious education classes (doctrina). Text & Talk: An Interdisciplinary Journal of Language, Discourse Communication Studies, 28(5), 581–602.Google Scholar
Benei, V. (2008). Schooling Passions: Nation, History, and Language in Contemporary Western India. Stanford, CA: Stanford University PressCrossRefGoogle Scholar
Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. London: Routledge.Google Scholar
Burdelski, M. and Cook, H. M. (2012). Formulaic language in language socialization. Annual Review of Applied Linguistics, 32, 173–188.CrossRefGoogle Scholar
Dreze, J. and Sen, A. (2002). India: Development and Participation. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Duesund, K. (2013). Is there a potential for Norway to learn from the ethics education in the educational system of India? Nordidactica: Journal of Humanities and Social Science Education, 2, 142–164.Google Scholar
Gokhale, S. D. (2003). Towards a policy for aging in India. Journal of Aging & Social Policy, 15(2–3), 213–234.CrossRefGoogle ScholarPubMed
Fairclough, N. (1989). Language and Power. London: Longman.Google Scholar
Foucault, M. (1977). Discipline and Power: The Birth of the Prison. Harmondsworth: Penguin Books.Google Scholar
Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. New York, NY: Pantheon.Google Scholar
Foucault, M. (1987). The ethic of care for the self as a practice of freedom. In Bernhauer, J. and Rasmussen, D. (eds.), The Final Foucault (pp. 112–131). Boston, MA: MIT Press.Google Scholar
Foucault, M. (1988). Technologies of the self. In Martin, L. H., Gutman, H., and Hutton, P. (eds.), Technologies of the Self: A Seminar with Michel Foucault (pp. 16–49). Amherst, MA: University of Massachusetts Press.Google Scholar
Garrett, P. B. and Baquedano-López, P. (2002). Language socialization: reproduction and continuity, transformation and change. Annual Review of Anthropology, 31(1), 339–361.CrossRefGoogle Scholar
Hall, S. (2001). Foucault: power, knowledge and discourse. In Wetherell, M., Taylor, S., and Yates, S. J. (eds.), Discourse Theory and Practice: A Reader (pp. 72–81). London: SAGE.Google Scholar
Kumar, K. (1990). Hindu revivalism and education in north-central India. Social Scientist, 10(10), 4–26.Google Scholar
Kumar, K. (1991). Political Agenda of Education: A Study of Colonialist and Nationalist Ideas. New Delhi: SAGE.Google Scholar
Luke, A. (1995). Text and discourse in education: an introduction to critical discourse analysis. Review of Research in Education, 21(1), 3–49.Google Scholar
Mauss, M. (1973 [1935]). Techniques of the body. Economy and Society, 2, 70–88.CrossRefGoogle Scholar
Mohanty, A. K. (2008). Perpetuating inequality: language disadvantage and capability deprivation of tribal mother tongue speakers in India. In Harbert, W., McConnell-Ginet, S., Miller, A., and Whitman, J. (eds.), Language and Poverty (pp. 102–124). Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Moore, L. C. (2006). Learning by heart in Qur’anic and public schools in northern Cameroon. Social Analysis, 50(3), 109–126.CrossRefGoogle Scholar
Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chavez, M., and Solis, J. (2007). Children’s development of cultural repertoires through participation in everyday routines and practices. In Grusec, J. E. and Hastings, P. D. (eds.), Handbook of Socialization (pp. 490–515). New York, NY: Guilford Press.Google Scholar
Sarangapani, P. (2003). Childhood and schooling in an Indian village. Childhood, 10(4), 403–418.Google Scholar
Schieffelin, B. B. and Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15(1), 163–191.Google Scholar
Sheshagiri, K. M. (2010). A cultural overview of education in Hindu civilization. In Zhao, Y., Lei, J., Li, G., He, M. F., Okano, K., Megahed, N., Gamage, D., and Ramanathan, H. (eds.), Handbook of Asian Education: A Cultural Perspective (pp. 463–480). New York, NY: Routledge.Google Scholar
Srinivasan, B. and Karlan, G. R. (1997). Culturally responsive early intervention programs: issues in India. International Journal of Disability, Development and Education, 44(4), 367–385.Google Scholar
Subramaniam, B. (2000). Archaic modernities: science, secularism, and religion in modern India. Social Text, 18(3), 67–86.CrossRefGoogle Scholar
Thapan, M. (ed.). (2014). Ethnographies of Schooling in Contemporary India. New Delhi: SAGE.CrossRefGoogle Scholar
Watson-Gegeo, K. A. and Bronson, M. C. (2013). The intersection of language socialization and sociolinguistics. In Bayley, R., Cameron, R., and Lucas, C. (eds.), Oxford Handbook of Sociolinguistics, (pp. 111–131). New York, NY: Oxford University Press.CrossRefGoogle Scholar

References

Agha, A. (2001). Register. In Duranti, A. (ed.), Key Terms in Language and Culture (pp. 212–215). Malden, MA: Blackwell.Google Scholar
Ben-Ari, E. (1997). Body Projects in Japanese Childcare: Culture, Organization and Emotions in a Preschool. London: Curzon.Google Scholar
Bourdieu, P. (1991). Language and Symbolic Power (translated by G. Raymond and M. Adamson). Cambridge: Polity Press.Google Scholar
Bucholtz, M. and Hall, K. (2016). Embodied sociolinguistics. In Coupland, N. (ed.), Sociolinguistics: Theoretical Debates (pp. 173–197). Cambridge: Cambridge University Press.Google Scholar
Burdelski, M. (2010). Socializing politeness routines: action, other-orientation, and embodiment in a Japanese preschool. Journal of Pragmatics, 42(6), 1606–1621.Google Scholar
Burdelski, M. (2011). Language socialization and politeness routines. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.), The Handbook of Language Socialization (pp. 275–295). Malden, MA: Wiley-Blackwell.Google Scholar
Burdelski, M. (2015). Reported speech as cultural gloss and directive: socializing norms of speaking and acting in Japanese caregiver-child triadic interaction. Text & Talk, 35(5), 575–595.Google Scholar
Burke, R. S. and Duncan, J. (2015). Bodies as Sites of Cultural Reflection in Early Childhood Education. New York, NY: Routledge.Google Scholar
Cekaite, A. (2010). Shepherding the child: embodied directive sequences in parent-child interaction, Text & Talk, 30(1), 1–25.CrossRefGoogle Scholar
Cekaite, A. (2015). Coordination of talk and touch in adult-child directives: touch and social control. Research on Language and Social Interaction, 48(2), 152–175.Google Scholar
Clancy, P. M. (1986). The acquisition of communicative competence in Japanese. In Schieffelin, B. B. and Ochs, E. (eds.), Language Socialization across Cultures (pp. 213–250). Cambridge: Cambridge University Press.Google Scholar
Cook, H. M. (1996). Japanese language socialization: indexing the modes of self. Discourse Processes, 22(2), 171–197.CrossRefGoogle Scholar
DeCoker, G. (1998). Seven characteristics of a traditional approach to learning. In Singleton, J. (ed.), Learning in Likely Places: Varieties of Apprenticeship in Japan (pp. 45–67). New York, NY: Cambridge University Press.Google Scholar
Doerr, N. and Lee, K. (2010). Inheriting “Japanese-ness” diversely: heritage practices at a weekend Japanese language school in the United States. Critical Asian Studies, 42(2), 191–216.Google Scholar
Dunn, C. D. (2016). Creating “bright, positive” selves: discourses of self and emotion in a Japanese public-speaking course. Ethos, 44(2), 118–132.CrossRefGoogle Scholar
Dunn, C. D. (2018). Bowing incorrectly: aesthetic labor and expert knowledge in Japanese business etiquette training. In Cook, H. M. and Shibamoto-Smith, J. S. (eds.), Japanese at Work: Politeness, Power, and Personae in Japanese Workplace Discourse (pp. 15–36). London: Palgrave Macmillan.Google Scholar
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. Cambridge: Cambridge University Press.Google Scholar
Enfield, N. (2009). Everyday ritual in the residential world. In Senft, G. and Basso, E. B. (eds.), Ritual Communication (pp. 51–80). Oxford: Berg Publishers.Google Scholar
Friedman, D. (2010). Speaking correctly: error correction as a language socialization practice in a Ukrainian classroom. Applied Linguistics, 31(3), 346–347.Google Scholar
García-Sanchéz, I. M. (2010). The politics of Arabic language education: Moroccan immigrant children’s language socialization into ethnic and religious identities. Linguistics and Education, 21(3), 171–196.Google Scholar
Gaskins, S. and Paradise, R. (2009). Learning through observation in daily life. In Lancy, D. F., Bock, J., and Gaskins, S. (eds.), The Anthropology of Learning in Childhood (pp. 85–117). Lanham, MD: AltaMira Press.Google Scholar
Goffman, E. (1959 [1956]). The Presentation of Self in Everyday Life. New York, NY: Doubleday.Google Scholar
Goffman, E. (1981). Forms of Talk. Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Goodman, R. (2012). From pitiful to privileged? The fifty-year story of the changing perception and status of Japanese returnee children. In Goodman, R., Imoto, Y., and Toivonen, T. (eds.), A Sociology of Japanese Youth: From Returnee to NEETs (pp. 30–53). Abingdon, UK: Routledge.CrossRefGoogle Scholar
Goodwin, C. (2003). Pointing as situated practice. In Kita, S. (ed.), Pointing: Where Language, Culture and Cognition Meet. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Goodwin, C. and Goodwin, M. H. (1992). Assessments and the construction of context. In Duranti, A. and Goodwin, C. (eds.), Rethinking Context: Language as an Interactive Phenomenon (pp. 147–190). Cambridge: Cambridge University Press.Google Scholar
Goodwin, C. and Goodwin, M. H. (2004). Participation. In Duranti, A. (ed.), A Companion to Linguistic Anthropology (pp. 222–244). Malden, MA: Blackwell.Google Scholar
Goodwin, M.  H. (1990). He-Said-She-Said: Talk as Social Organization among Black Children. Bloomington, IN: Indian University Press.Google Scholar
Goodwin, M. H. and Cekaite, A. (2018). Embodied Family Choreography: Practices of Control, Care, and Mundane Activity. Abingdon, UK and New York, NY: Routledge.CrossRefGoogle Scholar
Hayashi, A. and Tobin, J. (2011). The Japanese preschool’s pedagogy of peripheral participation. Ethos, 39(2), 139–164.Google Scholar
Hayashi, A. and Tobin, J. (2015). Teaching Embodied: Culture Practice in Japanese Preschool. Chicago, IL: University of Chicago Press.CrossRefGoogle Scholar
Holloway, S. D. (2000). Contested Childhoods: Diversity and Change in Japanese Preschools. London: Routledge.Google Scholar
Hood, L. and Schieffelin, B. B. (1978). Elicited imitation in two cultural contexts. Quarterly Newsletter for Comparative Human Development, 2(1), 4–12.Google Scholar
Howard, K. M. (2009). “When meeting Khun teacher, each time we should pay respect”: standardizing respect in a Northern Thai classroom. Linguistics and Education, 20(3), 254–272.CrossRefGoogle Scholar
Kassing, G. and Jay, D. M. (2003). Dance Teaching Methods and Curriculum Design. Champaign, IL: Human Kinesics.Google Scholar
Kern, F. (2018). Correcting bodily conduct in adult–child interaction. Research on Children and Social Interaction, 2(2), 213–234.Google Scholar
Kondo, D. (1990). Crafting Selves: Power, Gender, and Discourse of Identity in a Japanese Workplace. Chicago, IL: University of Chicago Press.Google Scholar
Kulick, D. and Schieffelin, B. B. (2004). Language socialization. In: Duranti, A. (ed.), A Companion to Linguistic Anthropology (pp. 349–368). Malden, MA: Blackwell.Google Scholar
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.Google Scholar
Lyster, R. and Ranta, L. (1997). Corrective feedback and learner uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 20(1), 37–66.Google Scholar
Mauss, M. (1973 [1935]). Techniques of the body. Economy and Society, 2, 70–88.Google Scholar
Merleau-Ponty, M. (1962). Phenomenology of Perception (translated by C. Smith). London: Routledge and Kegan Paul.Google Scholar
Meyer, C., Streeck, J., and Jordan, J. S. (2017). Intercorporeality: Emerging Socialities in Interaction. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Moore, L. C. (2006). Learning by heart in public and Qur’anic schools in Marous, Cameroon. Social Analysis: The Interactional Journal of Culture and Social Practice, 50(3), 109–126.Google Scholar
Moore, L. C. (2011). Language socialization and repetition. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds), The Handbook of Language Socialization (pp. 209–226). Malden, MA: Wiley-Blackwell.Google Scholar
Ochs, E., Solomon, O., and Sterponi, L. (2005). Limitation and transformations of habitus in child-directed communication. Discourse Studies, 7(4–5), 547–583.CrossRefGoogle Scholar
O’Neill, P. G. O. (1984). Organization and authority in the traditional arts. Modern Asian Studies, 18(4), 631–645.CrossRefGoogle Scholar
Peak, L. (1991). Learning to Go to School in Japan: The Transition from Home to Preschool Life. Berkeley and Los Angeles, CA: University of California Press.Google Scholar
Philips, S. U. (1983). The Invisible Culture: Communication in Classroom and Community on the Warm Springs Indian Reservation. New York, NY: Longman.Google Scholar
Razfar, A. (2005). Language ideologies in practice: repair and classroom discourse. Linguistics and Education, 16(4), 404–424.Google Scholar
Riley, K. C. (2011). Language socialization and language ideologies. In Duranti, A., Ochs, E., and Schiefflin, B. B. (eds.), The Handbook of Language Socialization (pp. 493–514). Malden, MA: Wiley-Blackwell.CrossRefGoogle Scholar
Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chávez, M., and Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175–203.Google Scholar
Schegloff, E. A (1998). Body torque. Social Research, 65(3), 535–596.Google Scholar
Schieffelin, B. B. and Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163–191.Google Scholar
Schmidt, R. (2001). Attention. In Robinson, P. (ed.), Cognition and Second Language Instruction (pp. 3–32). Cambridge: Cambridge University Press.Google Scholar
Shilling, C. (2012 [1993]). The Body and Social Theory, 3rd Ed. London: SAGE.Google Scholar
Smith, R. J. (1998). Transmitting tradition by the rules: an anthropological interpretation of the iemoto system. In Singleton, J. (ed.), Learning in Likely Places: Varieties of Apprenticeship in Japan (pp. 23–34). New York, NY: Cambridge University Press.Google Scholar
Tobin, J. J., Wu, D. Y. H., and Davidson, D. H. (1989). Preschool in Three Cultures: Japan, China, and the United States. New Haven, CT and London: Yale University Press.Google Scholar
Tsujimoto, M. (2014). The somaticization of learning in Edo Confucianism: the rejection of body–mind dualism in the thought of Kaibara Ekken (translated by B. D. Steben). In Huang, C.-C. and Tucker, J. A. (eds.), Dao Companion to Japanese Confucian Philosophy (pp. 141–164). Dordrecht: Springer.CrossRefGoogle Scholar

References

Allison, A. (2008). Japanese mothers and obentōs: the lunch-box as ideological state apparatus. In Counihan, C. and van Esterik, P. (eds.), Food and Culture: A Reader, 2nd Ed. (pp. 221–239). New York, NY and London: Routledge.Google Scholar
Anving, T. and Sellerberg, A.-M. (2010). Family meals and parents’ challenges. Food, Culture & Society, 13(2), 200–214.Google Scholar
Aronsson, K. and Gottzén, L. (2011). Generational positions at a family dinner: food morality and social order. Language in Society, 40, 405–426.Google Scholar
Aukrust, V. G. and Snow, C. E. (1998). Narratives and explanations during mealtime conversations in Norway and the US. Language in Society, 27, 221–246.Google Scholar
Austin, J. L. (1961). A plea for excuses: the presidential address. Proceedings of the Aristotelian Society, 57, 1–30.Google Scholar
Billig, M. (1995). Banal Nationalism. London: SAGE.Google Scholar
Blum-Kulka, S. (1997). Dinner Talk: Cultural Patterns of Sociability and Socialization in Family Discourse. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Bradby, H. (1997). Health, eating and heart attacks: Glaswegian Punjabi women’s thinking about everyday food. In Caplan, P. (ed.), Food, Health, and Identity (pp. 213–246). London: Routledge.Google Scholar
Burdelski, M. (2014). Early experiences with food: socializing affect and relationships in Japanese. In Szatrowski, P. (ed.), Language and Food: Verbal and Non-Verbal Experiences (pp. 233–255). Amsterdam and Philadelphia, PA: John Benjamins.Google Scholar
Burgess, R. R. and Morrison, M. (1998). Ethnographies of eating in an urban primary school. In Murcott, A. (ed.), The Nation’s Diet: The Social Science of Food Choice (pp. 209–227). London: Longman.Google Scholar
Cekaite, A. (2012). Affective stances in teacher–novice student interactions: language, embodiment, and willingness to learn. Language in Society, 41, 641–670.Google Scholar
Cekaite, A. and Aronsson, K. (2004). Repetition and joking in children’s second language conversations: playful recyclings in an immersion classroom. Discourse Studies, 6(3), 373–392.Google Scholar
Coveney, J. (2006 [2000]). Food, Morals and Meaning: The Pleasure and Anxiety of Eating, 2nd Ed. London: Routledge.Google Scholar
Fader, A. (2011). Language socialization and morality. In Duranti, A., Ochs, E., and Schieffelin, B.  B., (eds.), The Handbook of Language Socialization (pp. 322–340). Malden, MA: Wiley-Blackwell.Google Scholar
Fiese, B. H, Foley, K. P., and Spagnola, M. (2006). Routines and ritual elements in family mealtimes: contexts for child well-being and family identity. New Directions for Child and Adolescent Development, 111, 67–89.Google Scholar
Fischler, C. (2011). Commensality, society and culture. Social Science Information, 50(3–4), 528–548.Google Scholar
García-Sánchez, I. and Nazimova, K. (2017). Language socialization and immigration in Europe. In Duff, P. and May, S. (eds.), Language Socialization: Encyclopedia of Language and Education (pp. 441–456). New York, NY: Springer.Google Scholar
Goffman, E. (1981). Forms of Talk. Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Golden, D. (2005). Nourishing the nation: the uses of food in an Israeli kindergarten. Food and Foodways, 13, 181–199.Google Scholar
Iacovetta, F. (2006). Recipes for democracy? Gender, family, and making female citizens in Cold War Canada. In Glasbeek, A. (ed.), Moral Regulation and Governance in Canada: History, Context and Critical Issues (pp. 169–187). Toronto: Canadian Scholars’ Press.Google Scholar
Karrebæk, M. S. (2012). “What’s in your lunch-box today?”: health, respectability and ethnicity in the primary classroom. Journal of Linguistic Anthropology, 22(1), 1–22.CrossRefGoogle Scholar
Karrebæk, M. S. (2013a). Lasagne for breakfast: the respectable child and cultural norms of eating practices in a Danish kindergarten classroom. Food, Culture, and Society, 16(1), 85–106.Google Scholar
Karrebæk, M. S. (2013b). Rye bread and halal: enregisterment of food practices in the primary classroom. Language and Communication, 34, 17–34.Google Scholar
Karrebæk, M. S., Madsen, L. M., and Møller, J. S. (2016). Introduction to everyday languaging: collaborative research on the language use of children and youth. In Madsen, L. M., Karrebæk, M. S., and Møller, J. S. (eds.), Everyday Languaging: Collaborative Research on the Language Use of Children and Youth (pp. 1–18). Berlin and Boston, MA: Mouton de Gruyter.Google Scholar
Margetts, B. M., Martinez, J. A., Saba, A., Holm, L., and Kearney, M. (1997). Definitions of ‘healthy’ eating: a pan-EU survey of consumer attitudes to food, nutrition and health. European Journal of Clinical Nutrition, 51(2), 23–29.Google Scholar
Mehan, H. (1979). “What time is it, Denise?”: asking known information questions in classroom discourse. Theory into Practice, 18(4), 285–294.Google Scholar
Meyer, C. (2010). Meyers bageri. København: Lindhardt and Ringhof.Google Scholar
Ochs, E. and Beck, M. (2013). Dinner. In Ochs, E. and Kremer-Sadlik, T. (eds.), Fast-Forward Family: Home, Work, and Relationships in Middle-Class America (pp. 48–66). Berkeley, CA: University of California Press.Google Scholar
Ochs, E., Shohet, M., Campos, B., and Beck, M. (2010). Coming together at dinner: a study of working families. In Cjrostemsem, K. and Schneider, B. (eds.), Workplace Flexibility: Realigning 20th-Century Jobs for a 21st-Century Workforce (pp. 57–70). Ithaca, NY: Cornell University Press.Google Scholar
Ochs, E. and Taylor, C. (1995). The “father knows best” dynamic in dinnertime narratives. In Hall, K. and Bucholtz, M. (eds.) Gender Articulated: Language and the Socially Constructed Self (pp. 97–120). New York, NY: Routledge.Google Scholar
Ochs, E., Pontecorvo, C., and Fasulo, A. (1996). Socializing taste. Ethnos, 61(1–2), 7–46.Google Scholar
Pace, J. and Hemmings, A. (2007). Understanding authority in classrooms: a review of theory, ideology, and research. Review of Educational Research, 77, 4–27.Google Scholar
Pallotti, G. (2002). Borrowing words: appropriations in child second language discourse. In Leather, J. and van Dam, J. (eds.), The Ecology of Language Acquisition (pp. 183–202). Amsterdam: Kluwer.Google Scholar
Paugh, A. and Izquierdo, C. (2009). Why is this a battle every night? Negotiating food and eating in American dinnertime interaction. Journal of Linguistic Anthropology, 19(2), 185–204.Google Scholar
Plum, C. (2001) Et ordentligt brød. København: Gyldendal.Google Scholar
Rampton, B., Maybin, J., and Roberts, C. (2015). Methodological foundations in linguistic ethnography. In Snell, J., Shaw, S., and Copland, F. (eds.), Linguistic Ethnography: Interdisciplinary Explorations (pp. 14–50). London: Palgrave Advances Series.Google Scholar
Riley, K. (2011). Learning to exchange words for food in the Marquesas. In Coleman, L. (ed.), Food: Ethnographic Encounters (pp. 111–125). Oxford: Berg Publishers.Google Scholar
Schieffelin, B.  B. (1990). The Give and Take of Everyday Life: Language Socialization of Kaluli Children. Cambridge: Cambridge University Press.Google Scholar
Scott, M. B. and Lymann, S. M. (1968). Accounts. American Sociological Review, 33(1), 46–62.Google Scholar
Simovska, V. (2007). The changing meanings of participation in school-based health education and health promotion: the participants’ voices. Health Education Research, 22(6), 864–878.Google Scholar
Snow, C. E, Perlmann, R. Y., Berko, J. G., and Hooshyar, N. (1990). Developmental perspectives on politeness: sources of children’s knowledge. Journal of Pragmatics, 14(2), 289–305.Google Scholar
Sterponi, L. (2003). Account episodes in family discourse: the making of morality in everyday interaction. Discourse Studies, 5(1), 79–100.Google Scholar
Wiggins, S. (2004). Good for ‘you’: generic and individual healthy eating advice in family mealtimes. Journal of Health Psychology, 9, 535–548.Google Scholar
Wilson, J. and Stapleton, K. (2010). Authority. In Jaspers, J., Östman, E.-O., and Verschuren, J. (eds.), Society and Language Use (pp. 79–70). Amsterdam and Philadelphia, PA: John Benjamins Publishing.Google Scholar
Wortham, S. (2006): Learning Identity: The Joint Emergence of Social Identification and Academic Learning. New York, NY: Cambridge University Press.Google Scholar
Yount-André, C. (2016). Snack sharing and the moral metalanguage of exchange: children’s reproduction of rank-based distribution in Senegal. Journal of Linguistic Anthropology, 26(1), 41–61.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×