Socialization into Persian language and culture: An investigation of mother-child interactions in a bilingual environment
ACKNOWLEDGEMENT
I would like to thank my supervisor, colleagues, and all those who helped me in completing my research project, without their support the completion of this research study could not be possible.
DECLARATION
I adjudge, the content of this dissertation is completely collected and done by unaided effort and the material in it, has not been published ever before. The opinion that is reflected in this dissertation is purely my opinion and does not represent any University's opinion.
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ABSTRACT
This study tried to find out the relationship between socialization into Persian language and culture by investigating mother and child interaction in a bilingual environment. For finding out this, the two months observational phase was done. The data collected of the child's family home literacy's not only address the various types and uses of literacy/biliteracy but also the family's conversational activity and their everyday uses of verbal activity as a means of socializing children into the domains of both languages, Farsi and English. Thus, it can be concluded that socialization into Persian language and culture is easy when the mother interact and teach her child in the early stage.
TABLE OF CONTENTS
ACKNOWLEDGEMENTII
DECLARATIONIII
ABSTRACTIV
CHAPTER 1: INTRODUCTION1
Background1
Language, Identity, and Power3
Language socialization5
Parent strategies6
Language development8
Aim of Study10
Research questions10
Section summary10
CHAPTER 2: LITERATURE REVIEW11
Code swicthing and language socialization15
New technologies in early childhood literacy research16
CHAPTER 3: METHODOLOGY18
Qualitative research method19
Video Recording21
Validity22
Reliability24
Ethical Concerns25
Literature Search26
Keywords Used27
CHAPTER 4: ANALYSIS AND DISCUSSION28
Analysis28
Discussion29
Developmental stages of the language of bilinguals31
Code-switching32
Siblings effects in biliteracy practices32
The Socialization of Indirect and Polite Communicative Styles33
The Home Literacy Environment34
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS39
REFERENCES45
CHAPTER 1: INTRODUCTION
Background
Since the introduction of the language socialization paradigm, many researchers have examined the scaffolding that language socialization affords, in order to explore the interconnectivity of socio-cultural behaviors and processes of language use. Based on the assumption that language socialization begins the moment a child is first brought into contact with its social environment; a large body of research has focused on children's early language learning and acquisition. One landmark study is conducted by Elinor Ochs and Bambi Schieffelin (1984). In their study, Ochs and Schieffelin cast behaviors of white middle class caregivers and young children as one developmental story. Consequently they compare this developmental story with another: the Kaluli (Papua Guinea).
One of the areas of interest for the current project to investigate is the code-switching of the bilingual novice. A study conducted by Lanza (1992) applies perspectives from sociolinguistics to investigate the language mixing of a bilingual two-year-old acquiring Norwegian and English simultaneously in Norway. In the following, the studies focusing on adult- child interactions and peer interactions are reviewed respectively. In adult-child interactions, Lightbown, Spada, (2006) conducted her two-year ethnographic study to examine how parents and teachers with Hasidic Jewish backgrounds socialized their children to practice religious moral rules that were highly valued in a Brooklyn, New York neighborhood.
These religious advocates (e.g., parents and teachers) encouraged children to obey their religious faith by rewarding culturally appropriate ways of speaking ...