Fwd: [SLA] AAA 2008 Panel on Language Socialization in Emerging Adulthood

[Kenneth Ehrensal]

> Subject: [SLA] AAA 2008 Panel on Language Socialization in Emerging  
> Adulthood
>
> This message is being sent on behalf of Cyndi Dunn.  Please respond  
> directly to Cyndi at: Cyndi.Dunn at uni.edu
>
> We would like to invite interested parties to contribute abstracts  
> for a proposed panel on “Language Socialization in Emerging  
> Adulthood” for the AAA meeting in Nov. 2008.  A tentative panel  
> abstract is posted below.  At the moment, it is more oriented  
> towards the language socialization of young adults, but if you are  
> dealing with adult language socialization at later points in the  
> lifespan, we would also be interested in hearing from you.
>
> AAA 2008 Panel on Language Socialization in Emerging Adulthood
>
> Studies of language acquisition and socialization have focused  
> overwhelmingly on the early years of childhood when children are  
> acquiring basic cultural and linguistic competence.  Yet language  
> socialization is a process which continues across the lifespan as  
> speakers learn new communicative skills and practices in new speech  
> contexts.  The end of adolescence and early years of adulthood may  
> be a particularly important time for secondary language  
> socialization as individuals take on new social roles in a variety  
> of contexts.
>
> This panel explores how young adults develop skills in new  
> registers and discourse practices through both formal and informal  
> language socialization.  In contrast to more vernacular or everyday  
> speech styles, acquisition of the more specialized or prestigious  
> registers of a language is not equally distributed across all  
> members of a community.  This raises important questions of unequal  
> access to the conditions for acquisition and of local criteria for  
> acquiring and evaluating levels of mastery.  Such acquisition often  
> involves a combination of explicit training and informal  
> socialization which may complement or contradict each other in  
> complex ways.  Formal training may involve a variety of both overt  
> and implicit purposes and the goals of novices, teachers, and other  
> experts may sometimes conflict in ways that systematically lead to  
> failure to develop the targeted skills or orientations.
>
> This panel will explore the acquisition of new registers and speech  
> practices in a variety of situations.  What is the relationship  
> between explicit training and informal socialization?  How do their  
> purposes and practices reinforce, complement, or contradict each  
> other?  What is the relationship between explicitly communicated  
> language ideologies and the speech practices that novices need to  
> acquire?  How do novices acquire, resist, or transform these  
> practices and how is this related to the process of taking on new  
> social roles and identities?
>
> To be considered for inclusion in the panel, please send an  
> abstract of up to 250 words to Cyndi.Dunn at uni.edu no later than  
> MARCH 10.
>
>
>
> Cyndi Dunn
> Associate Professor of Anthropology
> Dept. of Sociology, Anthropology, & Criminology
> University of Northern Iowa
> Cedar Falls, IA 50613  USA
> Email: Cyndi.Dunn at uni.edu
>
> Jan-July 2008:
> Visiting Foreign Research Scholar, University of Tsukuba
> 706 2-20-4 Takezono
> Tsukuba, Ibaraki 305-0032 Japan
> 81-(0)29-858-8036
>
>
>

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