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Todays topic

• Interactionist and Sociocultural Approaches to
• Language Development

Theorists from Ochs to Wong Fillmore
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Announcements

• Hand in your two sets of reading questions now.
• The rough draft of your final essays is due next
  week. Dont worry about whether your answers are
  finely crafted this is a draft and a place to
  start getting your ideas and notes organized.
• If you have questions about the interview
  assignment, come and see me next week or schedule
  an appointment for March 23.

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Quick questions or quandaries?
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Language Socialization?
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What does it mean to know a language?
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What is Socialization?

• ...an interactional display (covert or overt) to
  a novice of expected ways of thinking, feeling,
  and acting.

(Ochs, 1986)
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One critical area of social competence a child
must acquire is the ability to recognize/
interpret what social event is taking place and
to speak and act in ways that are sensitive to
the context.
Language Socialization
(Ochs, 1986, p. 3)
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Social Events???
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(No Transcript)
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(No Transcript)
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socialization through language and socialization
to use language
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Johnny, Dont say Bob, say Dr. Jones
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Socialization through language

• children and other novices in society acquire
  tacit knowledge of principles of social order and
  systems of belief (ethnotheories) through
  exposure to and participation in
  language-mediated interaction.

(Ochs, 1986, pp 2-3)
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Socialization through language, cont.
(Ochs, 1986, pp. 2-3)

• grammatical and conversational structuresare
  also culturally organized and as such expressive
  of local conceptions and theories about the
  world. Language use then is a major if not the
  major tool for conveying sociocultural knowledge
  and a powerful medium of socialization. In this
  sense, we suggest that children acquire a world
  view as they acquire a language.

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Quick Write

• Define language socialization in your own terms.

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Small Group Activity

• Come up with a graphic representation of Wong
  Fillmores model.

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Wong Fillmores Model of SLA

• Three components
• Three processes

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Components

• Learners
• Speakers of the target language
• Social setting

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Components
The Social Setting
Speakers of the Target Language
Learners
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All three components learners, speakers of the
target language, and the social setting are
necessary. If any of them is dysfunctional,
language learning will be difficult, or even
impossible. When all three are ideal, language
learning is assured.
All three components learners, speakers of the
target language, and the social setting are
necessary. If any of them is dysfunctional,
language learning will be difficult, or even
impossible. When all three are ideal, language
learning is assured.
(Wong Fillmore, 1991)
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Key Components

• (1) learners who realize that they need to learn
  the target language (TL) and are motivated to do
  so
• (2) speakers of the target language who know it
  well enough to provide the learners with access
  to the language and the help they need for
  learning it and
• (3) a social setting which brings learners and TL
  speakers into frequent enough contact to make
  language learning possible.

(Wong Fillmore, 1991, pp. 52-53)
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Processes

• Social
• Linguistic
• Cognitive

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Social Processes

• The steps taken by learners and TL speakers to
  create a social setting in which communication by
  means of the target language is possible and
  desired When TL speakers and learners interact,
  both sides have to co-operate in order for
  communication to take place.

(Wong Fillmore, 1991, p. 53)
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Linguistic Processes

• The ways in which assumptions held by speakers
  of the target language cause them to speak as
  they do in talking to learners in other words,
  to select, modify, and support the linguistic
  data they produce for the sake of the learner. On
  the learners side there are assumptions about
  the way language works that cause them to
  interpret the linguistic data they have available
  to them.

(Wong Fillmore, 1991, p. 54)
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Cognitive Processes

• Learners apply a host of cognitive strategies
  and skills to deal with the task at hand they
  have to make use of associative skills, memory,
  social knowledge, and inferential skills in
  trying to figure out what people are talking
  about. They use whatever analytical skills they
  have to figure out relationships between forms,
  functions, and meanings

(Wong Fillmore, 1991, p. 57)
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Cognitive Processes, cont.

• They have to make use of memory, pattern
  recognition, induction, categorization,
  generalization, inference, and the like to figure
  out the structured principles by which forms of
  language can be combined, and meanings modified
  by changes and deletions.

(Wong Fillmore, 1991, p. 57)
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Five minute silent re-cap review
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Nativist or not?
100,000
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An elegant solution

• Maybe a LAD functions for first language
  acquisition, but general cognitive mechanisms are
  primarily responsible for second language
  development. However, perhaps a LAD consolidates
  and assembles linguistic knowledge (developed via
  general cognitive processes into a competence
  grammar.

(Wong Fillmore, 1991, p. 59)
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Todays Main Points

• Children are active participants in their own
  language development.
• Children develop language within a social context
  -- language is not learned without interacting
  with others.
• Children learn about the way their society is
  organized and about their culture by learning
  their language.

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Looking ahead

• The transactional model of communication,
  instructional conversations, and recitation
  script.

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• .

Qualitative mid-semester course evaluation