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Multilingual Socialization and Education in Non-Western Settings

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Language Socialization

Part of the book series: Encyclopedia of Language and Education ((ELE))

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Abstract

Studies of multilingual socialization and education in non-Western settings have yielded important insights that expand our understanding of both language socialization and the learning and teaching of and in additional languages. Early work focused on discontinuities between school and home in multilingual communities in postcolonial settings. In the years since, three core and interrelated domains within language socialization theory have been illuminated by research in non-Western settings: the nature of competence, the relationship between language ideologies and language socialization practices and outcomes, and the interactional construction of subjectivities. Language socialization theory and our understanding of the learning and teaching of additional (often multiple) languages will be enriched not only by greater diversity of research settings, but also by greater diversity of perspectives brought by researchers from different backgrounds. More work in non-Western settings will be crucial for the further development of tools for the analysis of linguistic and educational practice, policy, and ideology in contexts where colonialism, forced migration, and “modernization” have left their mark. Language socialization studies in multilingual non-Western settings have contributed to the field of second language acquisition by showing how the learning and teaching of additional languages may be conceptualized, organized, and realized in culturally specific ways that may differ significantly from those common in Western contexts. More detailed accounts of individual learners’ development of language capabilities over time will deepen our understanding of language-educational interactions and outcomes as sociocultural phenomena, in which participants are shaped by and are shaping the larger systems of cultural meaning and social order in which the language education is embedded. This chapter discusses these research developments, opportunities, and issues.

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Notes

  1. 1.

    When Howard (2010) later conducted research in a more privileged urban school, she found that the urban teachers did not allow syncretic language practices but instead rigorously corrected any use of KM. For them, their “role in socializing children into standardized speech styles trumped the principle of accommodation” (p. 326).

  2. 2.

    For more discussion of research on language socialization in study abroad, see chapter by Celeste Kinginger (this volume).

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Authors and Affiliations

  1. The Ohio State University, Columbus, OH, USA

    Leslie C. Moore

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  1. Leslie C. Moore
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Correspondence to Leslie C. Moore .

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Editors and Affiliations

  1. Dept. of Language and Literacy Education, University of British Columbia, Vancouver, Canada

    Patricia A. Duff

  2. Faculty of Education, University of Auckland, School of Critic, Auckland, New Zealand

    Stephen May

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Moore, L.C. (2017). Multilingual Socialization and Education in Non-Western Settings. In: Duff, P., May, S. (eds) Language Socialization. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02327-4_12-1

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  • DOI: https://doi.org/10.1007/978-3-319-02327-4_12-1

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  • Print ISBN: 978-3-319-02327-4

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