Language and Culture: Socialization through Personal Story-Telling Practice

2005 ◽  
Vol 48 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Amy Kyratzis
1993 ◽  
Vol 22 (3) ◽  
pp. 361-402 ◽  
Author(s):  
Shoshana Blum-Kulka

ABSTRACTThis study explores the degree of cultural diversity in the dinner-table conversation narrative events of eight middle-class Jewish-American and eight Israeli families, matched on family constellation. Conceptualized in terms of a threefold framework of telling, tales, and tellers, the analysis reveals both shared and unshared narrative event properties. Narrative events unfold in both groups in similar patterns with respect to multiple participation in the telling, the prevalence of personal experience tales, and the respect for children's story-telling rights. Yet cultural styles come to the fore in regard to each realm as well as their interrelations. American families locate tales outside the home but close in time, ritualizing recounts of “today”; Israeli families favor tales more distant in time but closer to home. While most narratives foreground individual selves, Israeli families are more likely to recount shared events that center around the family “us” as protagonist. In modes of telling, American families claim access to story ownership through familiarity with the tale, celebrating monologic performances; but in Israeli families, ownership is achievable through polyphonic participation in the telling. (Ethnography of communication, language and culture, conversation analysis, folklore, narrative).


Author(s):  
Joan E. Hemenway

This article applies systems-centered theory (SCT)™ to the small process group experience in Clinical Pastoral Education (CPE) by exploring six key questions: 1) What is the purpose of the small process group in CPE? 2) Is there an alternative to getting stuck in the “hot seat” dynamic? 3) Do we (clergy) always have to be nice? 4) Is there life beyond personal story telling? 5) Does the authority issue ever go away? 6) How much difference is too much difference? The article includes vignettes to illustrate theory.


2014 ◽  
Vol 7 ◽  
Author(s):  
Christine Pan

Language has always played a critical role in my life. In fact, if I were to select one way to tell my personal story, it would be through the influence of language and culture on my life. If one were to break my life into several distinct stages so far, then language has played an important role in every stage.


2014 ◽  
Author(s):  
Damian Scarf ◽  
Sahlia Kumst

Children’s ability to delay gratification is correlated with a range of positive outcomes in adulthood, showing the potential impact of helping young children increase their competence in this area. This study investigated the influence of symbolic models on 3-year-old children’s self-control. Eighty-three children were randomly assigned to one of three modelling conditions: personal story-telling, impersonal story-telling, and control. Children were tested on the delay-of-gratification maintenance paradigm both before and after being exposed to a symbolic model or control condition. Repeated measures ANOVA revealed no significant differences between the two story-telling groups and the control group, indicating that the symbolic models did not influence children’s ability to delay gratification. A serendipitous finding showed a positive relationship between children’s ability to wait and their production and accurate use of temporal terms, which was more pronounced in girls than boys. This finding may be an indication that a higher temporal vocabulary is linked to a continuous representation of the self in time, facilitating children’s representation of the future-self receiving a larger reward than what the present-self could receive.


2014 ◽  
Author(s):  
Damian Scarf ◽  
Sahlia Kumst

Children’s ability to delay gratification is correlated with a range of positive outcomes in adulthood, showing the potential impact of helping young children increase their competence in this area. This study investigated the influence of symbolic models on 3-year-old children’s self-control. Eighty-three children were randomly assigned to one of three modelling conditions: personal story-telling, impersonal story-telling, and control. Children were tested on the delay-of-gratification maintenance paradigm both before and after being exposed to a symbolic model or control condition. Repeated measures ANOVA revealed no significant differences between the two story-telling groups and the control group, indicating that the symbolic models did not influence children’s ability to delay gratification. A serendipitous finding showed a positive relationship between children’s ability to wait and their production and accurate use of temporal terms, which was more pronounced in girls than boys. This finding may be an indication that a higher temporal vocabulary is linked to a continuous representation of the self in time, facilitating children’s representation of the future-self receiving a larger reward than what the present-self could receive.


1996 ◽  
Vol 54 ◽  
pp. 39-50
Author(s):  
Karin Heesters

A story teller may tell a story by simply putting together subsequent events and situations. However, he may also point forward to things that are about to come in the story (foreshadowing), or point backward to reveal the relevance of what is said here to what has been said before, often in the form of wrapping things up. In my article I will first discuss the question how children foreshadow and wrap up information in two different story telling tasks: a story retelling of a picture story and a personal story, about events that the child has experienced itself. Secondly, I will address the question whether the amount of foreshadowing and wrapping up in the two story tasks is comparable.> In the story retellings, foreshadowing and wrapping up were established by a global framework at the beginning of the story, local and global motivating states in the beginning and middle of the story and quotes, parallels and contrasts at the end of the story. In the personal stories abstracts, settings, motivating states and codas were used as devices to foreshadow and wrap up events and situations in the narrative. The amount of foreshadowing and wrapping up in the story retellings and personal stories turned out to be not comparable.


2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Jonathan Wood

Introspection and personal story-telling has often been used outside of academia in order to foster dialogue between cultures and peoples. However, this device is rarely used within academia in order to foster debate about cultures, regions, and locales. Through my own personal story, the article brings up questions of belonging within a region that has increasingly come under the microscope. The Arctic has many such stakeholders whose status remains unsolidified or questioned. While my story does not have such questions of legal status, it reflects the insecurity that many feel within a region that has only recently become the focus of colonial hegemony and internationally organized governance. While my positions myself within the region, it is the goal that this paper may inspire others to do the same in order to find common ground upon which we can help connect one another in a region so physically dispersed yet culturally connected.


2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.


Sign in / Sign up

Export Citation Format

Share Document