Codes, Code-Switching, and Context: Style and Footing in Peer Group Bilingual Play

Autor/inn/en	Kyratzis, Amy; Tang, Ya-Ting; Koymen, S. Bahar
Titel	Codes, Code-Switching, and Context: Style and Footing in Peer Group Bilingual Play
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 28 (2009) 2-3, S.265-290 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/mult.2009.012
Schlagwörter	Middle Class; Socialization; Play; Paralinguistics; Disadvantaged Youth; Peer Groups; Parents; Immigrants; Teaching Methods; Bilingualism; Code Switching (Language); Working Class; Parent Child Relationship; Spanish; English (Second Language); Second Language Learning; Peer Relationship; California + Suchen Sie Ihr Suchwort? Mittelschicht; Socialisation; Sozialisation; Spiel; Paralinguistik; Benachteiligter Jugendlicher; Gleichaltrigengruppe; Peer Group; Eltern; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Arbeiterklasse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Peer-Beziehungen; Kalifornien
Abstract	According to Bernstein (A sociolinguistic approach to socialization; with some reference to educability, Basil Blackwell Ltd., 1972), middle-class parents transmit an elaborated code to their children that relies on verbal means, rather than paralinguistic devices or shared assumptions, to express meanings. Bernstein's ideas were used to argue that working-class and linguistically diverse children in the United States were socialized to use a restricted code. Since peer groups as well as parents can be a source of valuable socialization experiences, the present study examines the communicative resources used among members of a peer group of immigrant children of predominantly Mexican heritage enrolled in a bilingual Spanish-English Head Start preschool in California, while the children are engaged in pretend play. The examples illustrate how the children use a range of communicative resources, both explicit verbalization and more paralinguistic means (e.g., code-switching), to signal for one another what constitutes the common activity they are engaged in and the alignments or "footings" (Goffman, "Semiotica": 1-29, 1979) they take to that activity and to each other during the play. The children's communicative resources do not readily fall into a categorization system of "elaborated" and "restricted". The examples suggest ways in which letting bilingual immigrant children use their own peer group style and communicative resources in classrooms may support the children's transition to school-based ways of communicating. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10