Application of Ethnography of Language to Child Language Socialization

The analysis of communication portrays the universal functions that contribute to a new approach to molding language, personality, culture, and beliefs. Ethnographic of speaking entails the structures and patterns that constitute sociocultural life in the diversity of speech shown in socialization. According to Ochs and Schieffelin, socialization is a relational demonstration of covert or overt ways of talking, opinion, dramatizing, and feeling from childhood. Through socialization, children can realize personal competence in certain performances in linguistic and sociocultural context. This paper will analyze the ethnography of speaking displayed for example one on page 266 of Ochs and Schieffelin.

In language socialization, communication can be done through dialectal and socialization. Therefore, introducing linguistic concepts to young children and first time beginning learners will require ethnotheorical perspective to depict knowledge principles in the social systems, beliefs, and direction. The young minds need intellectual exposure and participation in dialogues that mediate language interactions and open forums. Communication skills need to be very elaborate avoiding controversial sentimental in any form of communication with minors. Development of intellectual capacity and knowledge base the verbal interactions of young children with their sociocultural structure carefully. The sociocultural perspective encodes information to display the organization of conversational discourse manifested in children to be the exception. The use of formal and other functional features employed in the discourse symbolizes sociocultural information. The symbolism of ethnological communication includes phonological constructions, speech-acts, lexicology, subsequent conversations sequencing, style/genres, and interruptions. The structures of language interactions are socially organized to relay information in social order. Culturally organized information or speeches are expressive of conceptions and theories about particular people in any social setting. Language is thus, used as the major medium and tool for transmission sociocultural acquaintance and socialization. In this sense, the conversation on page 266 depicts the transmission of information from a parent to a child through clear language. The child is bound to understand complex aspects of simple communication skills.

Language socialization exploration depicts the manner in which the processes of phonological and cultural development intertwine in any society. Application of ethnographical of language to illuminate how children and beginner students revolve around mastery of discourse practices unique to a particular cultural group and social interactions. Exploration of linguistic and grammatical abilities shows the forms of language reflected or created in any social order.

Different communities or cultural groups have communication practices, community values, beliefs, and philosophies that characterize their language with unique characteristics. Therefore, analyzing language socialization places emphasizes on how young learners get socialized through language and speech. They are exposed to socialization through specific uses of language or other precise communication forms. Therefore, the use of language and speech exposes children to familiar ways of thinking, feeling, and becoming members and part of their community. The rationalizing of communication in constructive speech or dialogue a childs cognitive development accounts for the language comprehension that is depicted in any societal setting or cultural practices that characterize a community. Different children grow their cognitive ability in language socialization based on the social aspects they are exposed to ensures understanding and actualization of life.

Also, socio-cultural context plays an essential role in language acquisition of young children. According to Ochs and Schieffelin (1984), a childs language speech is the external display of the socialization results from the integration with the mother as the firsthand agent of language transmitter to young children. Mothers play a significant role in the style of dialogue presumed by a child because they are the initial interaction in the communication of a baby. The pathway to increasing language development in children is dictated by the people and other socialization agents within the initial surroundings a child grows. The mother in example one presented on page 266 gives the child bearing on the language understanding. Therefore playing the fundamental role in how a child communicated in future with other people. The primary exposure to language gives a child the elements of their culture and automatic or universal dependency in their independent setting culturally and socially.

The longitudinal ethnography of family language acquisition draws the primary ability for a child to acquire the first language and ability to acquire second languages. According to Heath, language development in children is a natural process determined by the existence of cultural values and linguistic discursive practices. A child does not understand concepts that are outside his or her social interaction on a daily basis. A child associates with the family literacy and other communicative skills from the people around him due to their social norms and practices. Therefore, family linguistics literacy is the backbone of any childs understanding and development of language. Their social interaction ensures that a child gets al aspects in communication culturally and socially.

References

Don, K., & Schieffelin, B. (2004). Language socialization. In A companion to linguistic anthropology. Malden, MA: Blackwell.

Ochs, E. (1986). Introduction. In B.B. Schieffelin, B.B. & Ochs, E. (Eds), Language socialization cultures. New York: Cambridge University Press.

Ochs, E., & Schieffelin, B. (2012). The theory of language socialization. In The handbook of language socialization. Malden, MA: Wiley-Blackwell.