Book contents
- Language Socialization in Classrooms
- Language Socialization in Classrooms
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Transcription Conventions
- 1 Introduction
- Part I Socializing Values, Dispositions, and Stances
- Part II Socializing Identities
- Part III Language Socialization and Ideology
- 9 The Morning Assembly
- 10 Embodiment, Ritual, and Ideology in a Japanese-as-a-Heritage-Language Preschool Classroom
- 11 Talking about Lunch
- Part IV Conclusion
- Index
- References
11 - Talking about Lunch
Diversity, Language, and Food Socialization in a Danish Kindergarten Classroom
from Part III - Language Socialization and Ideology
Published online by Cambridge University Press: 10 February 2020
Book contents
- Language Socialization in Classrooms
- Language Socialization in Classrooms
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Transcription Conventions
- 1 Introduction
- Part I Socializing Values, Dispositions, and Stances
- Part II Socializing Identities
- Part III Language Socialization and Ideology
- 9 The Morning Assembly
- 10 Embodiment, Ritual, and Ideology in a Japanese-as-a-Heritage-Language Preschool Classroom
- 11 Talking about Lunch
- Part IV Conclusion
- Index
- References
Summary
This chapter offers a language socialization view on everyday experiences with food in an ethnically diverse kindergarten classroom in Copenhagen, Denmark. It examines discursive encounters that take place between teachers and children during the social activity of lunch, focused primarily on rye bread. It analyzes the ways in which teachers, children, and parents are positioned, using Goffman’s (1981) “production format,” in order to understand how teachers and children occupy different speaker positions, and how teachers attempt to socialize parents through the children. It also looks at the discursive practice of accounts, or social actions expected and presented in the case of unexpected and (often) dispreferred actions (e.g., not bringing Rye bread in one’s lunchbox). It shows how the children presented accounts in numerous cases, yet these were often treated as illegitimate by teachers. The chapter adds to research on food socialization in classrooms under conditions of migration by focusing on the vital role of language and demonstrating the difficulties that emerge when (what is seen as) non-compatible food understandings meet in classrooms.
- Type
- Chapter
- Information
- Language Socialization in ClassroomsCulture, Interaction, and Language Development, pp. 224 - 246Publisher: Cambridge University PressPrint publication year: 2020
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.CrossRefGoogle Scholar
Aronsson, K. and Gottzén, L. (2011). Generational positions at a family dinner: food morality and social order. Language in Society, 40, 405–426.CrossRefGoogle 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.CrossRefGoogle Scholar
Austin, J. L. (1961). A plea for excuses: the presidential address. Proceedings of the Aristotelian Society, 57, 1–30.CrossRefGoogle 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.CrossRefGoogle 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.CrossRefGoogle 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.CrossRefGoogle Scholar
Coveney, J. (2006 [2000]). Food, Morals and Meaning: The Pleasure and Anxiety of Eating, 2nd Ed. London: Routledge.CrossRefGoogle 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.CrossRefGoogle 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.CrossRefGoogle 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.CrossRefGoogle 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.CrossRefGoogle 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.CrossRefGoogle Scholar
Karrebæk, M. S. (2013b). Rye bread and halal: enregisterment of food practices in the primary classroom. Language and Communication, 34, 17–34.CrossRefGoogle 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 ScholarPubMed
Mehan, H. (1979). “What time is it, Denise?”: asking known information questions in classroom discourse. Theory into Practice, 18(4), 285–294.CrossRefGoogle 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.CrossRefGoogle 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.CrossRefGoogle 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.CrossRefGoogle 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
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.CrossRefGoogle 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.CrossRefGoogle ScholarPubMed
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.CrossRefGoogle Scholar
Sterponi, L. (2003). Account episodes in family discourse: the making of morality in everyday interaction. Discourse Studies, 5(1), 79–100.CrossRefGoogle Scholar
Wiggins, S. (2004). Good for ‘you’: generic and individual healthy eating advice in family mealtimes. Journal of Health Psychology, 9, 535–548.CrossRefGoogle ScholarPubMed
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.CrossRefGoogle Scholar
- 1
- Cited by