Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use

2012 ◽  
Vol 17 (2) ◽  
pp. 174-188 ◽  
Author(s):  
Asta Cekaite ◽  
Polly Björk-Willén
Keyword(s):  
Social Order ◽  
Language Use ◽  
Peer Group ◽  
Educational Settings ◽  
Group Interactions

scholarly journals The Social Use of Batonu Personal Names

2020 ◽  
Vol 20 (2) ◽  
pp. 355
Author(s):  
Cecilia A. Ajiboye ◽  
Omobola A. Aladesanmi ◽  
Oluwatoyin M. O̩laiya
Keyword(s):  
Language Use ◽  
Peer Group ◽  
Indigenous Culture ◽  
Group Interactions ◽  
Personal Names ◽  
Foreign Culture ◽  
The Social ◽  
Islam And Christianity ◽  
Home Community ◽  
Social Use

<p><em>Previous researchers on the use of Batonu personal names argue that there are different categories of Batonu names and using thirty (30) respondents, the researchers submit that the use of Muslim names has replaced the use of Batonu native names in all domains. However, the present study, using three hundred (300) respondents, visited the study area and identifies names that are used as personal names among the Batonu people. It also examines the social use of the names in formal and informal domains. The research adopted the theory of Domains  of language use by Ferguson (1966). Questionnaires and interviews were used to collect data on the various uses of personal names in intra and inter group interactions. There were three findings. Some showed names that were drawn from Islam and Christianity. Some names were also drawn from Batonu native names. Two domains of name usage have been identified. The informal domains consisted of home/community, peer-group and play ground. The formal ones comprised school, places of worship, certificates, wedding cards, almanacs and work places. It is evident that the Batonu native names are still frequently used with foreign or Christian and Muslim names in formal and in informal domains although with different degrees of use. This present study has shown that although a foreign culture may have an overwhelming influence over an indigenous culture, it does not mean that the indigenous culture will not thrive especially if the indigenous culture has traditional activities that can help sustain it.</em></p>

scholarly journals INTENSITY OF KOREAN DRAMA PROGRAM IN TELEVISION, PEER GROUP INTERACTIONS, AND ITS INFLUENCE TOWARD K-STYLE IMITATION BEHAVIOR AMONG TEENAGERS

2017 ◽  
Vol 2 (1) ◽  
pp. 48
Author(s):  
Dita Kusumasari
Keyword(s):  
Mass Media ◽  
Peer Group ◽  
Media Effect ◽  
Group Interactions ◽  
Entire World ◽  
Local Trend

Fashion is a part of people's lifestyle, especially teenagers. Their needs in seeking for an identity and being recognized make them pay more attentions to every things that are booming in their circles. Local trend can be spread quickly to entire world because of the improvement of mass media effect. Through Korean drama, people of Indonesia got enough details about Korean fashion, called K-Style. K-Style surprisingly attracted the teens audience and motivated them to imitate those style. Peer Group Interactions also take an important role in K-Style imitation behavior. Necessities for being praised and accepted made their personality became capricious and emotionally unstable. For that reason, this study aims to analyze the influence of intensity of Korean drama program in television and Peer Group Interactions to K-Style imitation behavior among teenagers.Keywords : intensity, media, peer group, K-Style, imitation behavior.

The Impact of Mobile Phones on Teenagers' Socialization and Emancipation

2015 ◽  
pp. 12-24
Author(s):  
Kalogeraki Stefania ◽  
Papadaki Marina
Keyword(s):  
Mobile Phone ◽  
Mobile Phones ◽  
Parental Monitoring ◽  
Peer Group ◽  
Monitoring And Control ◽  
Group Interactions ◽  
The One ◽  
And Control ◽  
The Impact ◽  
Mobile Phone Communication

The mobile phone has become an indispensable mean of communication in the world today, and for teenagers specifically has become de rigueur in everyday life. The eagerness of teenagers to embrace mobile devices can be associated with such devices' instrumental as well as social and expressive functions. However, these functions are intertwined with critical impacts on the interaction between teenagers and parental/peer groups. On the one hand, the mobile phone acts as a symbolic “umbilical cord” that provides a permanent channel of communication, intensifying parental surveillance. On the other hand, it creates a greater space for interaction with peers beyond parental monitoring and control. This article summarizes current research and presents an empirical example of the impact of teenagers' mobile phone communication on the dynamics of parental and peer group interactions during their socialization and emancipation from the familial sphere.

Gender Variant Children and Institutional Arrangements: Exploring the Phenomenon from South Asian Perspective

2020 ◽  
Vol 27 (2) ◽  
pp. 141-157
Author(s):  
Kusha Tiwari
Keyword(s):  
Sri Lanka ◽  
Quantitative Methods ◽  
Peer Group ◽  
Gender Diversity ◽  
Institutional Arrangements ◽  
Sample Survey ◽  
Gender Variance ◽  
Educational Settings ◽  
Gender Variant ◽  
Qualitative And Quantitative Methods

This paper explores and assesses the presence/absence of institutional arrangements in educational settings for addressing the concerns of gender-variant children (GVC) through a sample survey of schools in the three-country context of India, Sri Lanka and Nepal. This research highlights the need for effective regulatory, normative and cognitive structures to address issues of childhood gender variance. With a contextual analysis of recent developments and comprehensive study of data reports in the three countries, the study analyses multiple dimensions of discrimination and bullying of GVC in educational settings. Using qualitative and quantitative methods, this paper highlights causes and issues associated with the problems of GVC as well as affirmative actions and institutional practices required to be implemented in schools in the three-country context. The results and findings provide evidence that academic institutions in India, Sri Lanka and, to some extent, Nepal lack institutional mechanisms to address issues of homophobia, abuse by peer group, mental health issues, emotional challenges, social discrimination, lack of opportunities, lack of monitoring and counselling, micro-level engagements and high dropouts of GVC. This study also charts out futuristic agenda, such as comprehensive mapping of GVC in schools, implementation of effective counselling mechanism, the need to create and adopt basic reference module for educators around gender diversity and variance.

scholarly journals Constructing academic hierarchies

Pragmatics ◽  
2009 ◽  
Vol 19 (3) ◽  
pp. 449-466 ◽  
Author(s):  
Vally Lytra
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Identity Construction ◽  
Language Use ◽  
Peer Group ◽  
Construction Of Identity ◽  
School Based ◽  
Recurrent Activity ◽  
Break Time ◽  
Point Of Departure

In this paper I look at how through the use of teasing as a socially recurrent activity the members of a multilingual, multicultural and multiethnic peer group (comprised of majority Greek and minority Turkish-speaking children of Roma heritage) make particular identity ascriptions and displays salient and position themselves and others in particular ways in peer talk during break-time in an Athens primary school. Taking as a point of departure that identities are produced relationally, through systems of opposition (Barth 1969), the paper deals with how members of this school-based peer group exploit teasing as a versatile discursive device to construct one particular peer as a “poor” pupil and themselves by extension as “good” pupils in talk-in-interaction. The focus on the situated and relational construction of identity makes visible how children position themselves with regard to others in order to construct academic hierarchies. At the same time, it brings to the fore how through such positionings children may reproduce but also challenge powerful institutional discourses of academic success and failure in circulation in the classroom by negotiating identity options closer to their peer concerns. These processes of identity construction demonstrate how social selves are produced in interaction through contestation and collaboration and how identities may be simultaneously chosen and imposed through language use.

Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers

Multilingua ◽  
2017 ◽  
Vol 36 (4) ◽  
Author(s):  
Asta Cekaite ◽  
Ann-Carita Evaldsson
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Peer Interactions ◽  
Peer Group ◽  
Minority Children ◽  
Group Interactions ◽  
Communicative Practices ◽  
A Site ◽  
Learning Ecology ◽  
Learning Ecologies

AbstractIn this study we argue that a focus on language learning ecologies, that is, situations for participation in various communicative practices, can shed light on the intricate processes through which minority children develop or are constrained from acquiring cultural and linguistic competencies (here, of a majority language). The analysis draws on a language socialization approach to examine the micro-level contexts of an immigrant child’s preschool interactions with peers and teachers, and the interplay between these and macro-level language and educational policies. It was found that, in contrast to institutional and curricular policy aspirations concerning the positive potentials of children’s play as a site associated with core learning affordances, the language learning ecology created in the multilingual peer group interactions was limited. Social relations in the peer group, the novice’s marginal social position, and the child’s rudimentary knowledge of the lingua franca, Swedish, precluded her from gaining access to shared peer play activities. The current study thus corroborates prior research showing that peer interactions in second language settings may pose a challenge to children who have not already achieved some competence in the majority language and that more support and interactions with the teachers can be useful.

scholarly journals Individual language management and language strategies of Hungarian students in Bratislava

2020 ◽  
Vol 71 (3) ◽  
pp. 351-372
Author(s):  
Lucia Molnár Satinská
Keyword(s):  
Minority Students ◽  
Language Use ◽  
Mother Tongue ◽  
Peer Group ◽  
Capital City ◽  
Language Management ◽  
Factors Affecting ◽  
Language Problems ◽  
Language Strategies ◽  
The Individual

Abstract The paper focuses on the individual language management of Hungarian minority students from Southern Slovakia who migrated to study at university in the capital city of Slovakia, Bratislava. It presents language strategies of five students, based on their language biographies. Each student was interviewed three times during their first three years of study. The language problems of these students include maintaining their mother tongue and improving their skills in Slovak as well as balancing between the two languages in various spheres of life. Factors affecting the language use of the students are family, institutions, peer group and overcoming fear. The students deal with their everyday multilingualism according to several models, which can be described on the axis between Hungarian only to Slovak only, but the students mostly find themselves somewhere in between the two, depending on various spheres (family, university, jobs, peers).

scholarly journals SOCIO-CULTURAL DYNAMICS AND ETHNOLINGUISTIC VITALITY OF SEMBIRAN BALINESE

2020 ◽  
Vol 38 (2) ◽  
pp. 95-103
Author(s):  
Desak Putu Eka Pratiwi ◽  
I Wayan Arka ◽  
Asako Shiohara
Keyword(s):  
Language Use ◽  
Minority Group ◽  
Cultural Transformation ◽  
Speech Community ◽  
Cultural Dynamics ◽  
Group Interactions ◽  
Ethnolinguistic Vitality ◽  
Ethnographic Data ◽  
Pronominal System ◽  
Linguistic Vitality

This paper reports our preliminary findings on the assessment of language vitality of Sembiran Balinese in the larger socio-cultural transformation of contemporary Bali.  Sembiran Balinese, also known as Bali Aga, is a conservative mountain dialect of Balinese spoken by around 5,000 speakers in the Sembiran village, 30 km east of Singaraja northern Bali. The language and its culture reflect Bali in antiquity (Ardika, et al. 1991; Ardika, et al. 1997), with the language quite distinct from Lowland Balinese (Bali Dataran), for example in terms of its pronominal system and the absence of speech level system (Astini 1996, Sedeng 2007, Arka & Sedeng 2018). The study is based on the data collected through questionnaires focusing on subjective views of ethno-linguistic vitality such as in-/out-group interactions and domains of language use in contemporary multilingual settings, supported by ethnographic data. The analysis makes use of the current development in the sociolinguistics of vitality, particularly the notions of ethnolinguistic vitality (Giles, et al 1977) and theories of language shift and endangerment (Grenoble & Whaley 2006, Fishman 1991). The findings reveal that Sembiran Balinese appears to have a relatively strong linguistic vitality even though the speech community itself is a minority group in Bali.

scholarly journals Intensity of Korean Drama Program in Television – Interactions of Peer Goup, and its Influence Toward K-Style Imitation Behaviour Among Teenagers

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Dita Kusumasari
Keyword(s):  
Peer Group ◽  
Group Interactions ◽  
Entire World ◽  
Local Trend

Fashion is a part of people's lifestyle, especially teenagers. Their needs in seeking for an identity and being recognized make them pay more attentions to every thing that are booming in their circles. Local trend can be spread quickly to the entire world because of the improvement of mass media’s effect. Through Korean drama, people of Indonesia got enough details about Korean fashion, called K-Style. K-Style surprisingly attracted the teen audience and motivated them to imitate those styles. Peer Group Interactions also take an important role in K-Style imitation behavior. Necessities for being praised and accepted made their personality became capricious and emotionally unstable. For that reason, this study aims to analyze the influence of intensity of Korean drama program in television and Peer Group Interactions to K-Style imitation behavior among teenagers.

Learning to live with “Languages”

2016 ◽  
Vol 7 (3) ◽  
pp. 279-303 ◽  
Author(s):  
Janus Spindler Møller
Keyword(s):  
Longitudinal Study ◽  
Peer Group ◽  
Early Age ◽  
Compulsory School ◽  
Group Interactions ◽  
Linguistic Practices ◽  
Over Time ◽  
Do So

AbstractIn this paper I describe how a group of speakers participating in a longitudinal study develop patterns of linguistic practices as well as norms for their use over time. The group at issue consists of speakers with a Turkish minority background living in Denmark. Data were collected from this group during their nine years of compulsory school and again in their mid-twenties. From a very early age this group of speakers acquires linguistic repertoires which involve features associated with several “languages”, of which the most influential are Turkish and Danish. I will show how they develop ways of employing large parts of those repertoires in their languaging practices and how at the same time they increasingly express an awareness of the fact that they are living in languagised world. I will do so by analysing instances where the participants explicitly refer to languages in peer group interactions, discuss observations concerning patterns of languaging in the same types of interactions, and consider the development of both phenomena.

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