In cultures with narrow patterns of socialization, it tends to be the narrowest in terms of

Abstract

De la pertinence de l'étude de la socialisation politique. La socialisation politique consiste en des processus de développement par lesquels on acquiert des orientations et des styles de comportement politiques. La recherche pour élaborer une théorie, désormais nécessaire, de la socialisation politique manifeste quatre voies d'accès : (1) un intérêt non théorique, purement empirique, du processus de socialisation politique ; (2) une théorie de l'allocation des valeurs ; (3) une analyse de la stabilité ( << system-maintenance >> ) du système ; (4) une théorie de la persistance ( << system persistence >> ) du système. Les deux premiers points de vue ne présentent pas de justification théorique a l'étude de la socialisation politique. Il ne s'agirait que d'explorer les sources du comportement et des attitudes de l'adulte ainsi que d'évaluer l'influence de cet apprentissage pour le futur adulte. L'un et l'autre de ces points de vue ont tendance à ignorer que la socialisation peut avoir autant de signification pour le changement politique qu'elle en a pour le comportement usuel. Le principal inconvénient de la troisième perspective ( << system-maintenance >> ) est qu'une recherche, d'abord préoccupée par le phénomène de stabilité, néglige toute une série de conséquences que la socialisation comporte pour la diversité, les conflits et le changement politiques. Une science visant à l'explication n'a pas à s'intéresser à l'à propos du comportement. Elle ne cherche qu'à retracer les conséquences pour le système des effets, quels qu'ils soient, que produit le processus de socialisation sur les membres de ce système. Le besoin se fait sentir d'une conception de la socialisation où le changement ne serait pas interprété comme une incapacité pour le système de se perpétuer, mais bien plutôt comme un facteur positif. Le changement, tout autant que la stabilité, doit s'intégrer à cette conceptualisation. Le quatrième point de vue montre la signification de l'influence des processus de socialisation sur le système, ce qui permettra d'élaborer une théorie politique de la socialisation politique. Cette perspective nous libère de toute préconception sur les effets que la socialisation politique devrait avoir ou sur les fonctions qu'elle devrait remplir.

Journal Information

Canadian Journal of Political Science/Revue canadienne de science politique is published quarterly, and presents articles, notes, commentaries and book reviews in English and in French. The first objective of CJPS/Rcsp is the publication of outstanding scholarly manuscripts on all areas of political science, including the history of political thought, contemporary political theory, international relations and foreign policy, governmental institutions and processes, political behavior, public administration and public policy. In addition, as a leading omnibus journal, it is the primary publishing outlet for innovative research on all facets of Canadian politics and government. The third major objective of CJPS/Rcsp is publication of communications about current problems, recent research, and future prospects in political science through a review of recent books published by Canadian and non-Canadian authors in all fields of political science as well as comments on articles and replies to comments and field analyses.

Publisher Information

The Canadian Political Science Association was founded in 1913 and incorporated under the Canada Corporation Act in 1971. The objectives of the Association as stated in its Constitution are: To encourage and develop political science and its relationship with other disciplines; To hold conferences, meetings and exhibitions for the discussion of political science problems and the exchange of views in matters relating to political science; To purchase, acquire, take by gift, any devise, bequest, or donation for the objectives of the corporation; To give grants, scholarships or fellowships to deserving individuals, groups of persons or organizations in pursuance of the objects of the corporation; To publish journals, newspapers, books and monographs relating to political science The Association as such, will not assume a position upon any question of public policy not directly related to the discipline of political science or commit its members to any position thereupon.

Rights & Usage

This item is part of a JSTOR Collection.
For terms and use, please refer to our Terms and Conditions
Canadian Journal of Political Science / Revue canadienne de science politique © 1968 Canadian Political Science Association
Request Permissions

Abstract

Although much has been written about academic discourse from diverse theoretical perspectives over the past two decades, and especially about English academic discourse, research on socialization into academic discourse or literacies in one's first or subsequently learned languages or into new discourse communities has received far less attention. Academic discourse socialization is a dynamic, socially situated process that in contemporary contexts is often multimodal, multilingual, and highly intertextual as well. The process is characterized by variable amounts of modeling, feedback, and uptake; different levels of investment and agency on the part of learners; by the negotiation of power and identities; and, often, important personal transformations for at least some participants. However, the consequences and outcomes of academic discourse socialization are also quite unpredictable, both in the shorter term and longer term. In this review I provide a brief historical overview of research on language socialization into academic communities and describe, in turn, developments in research on socialization into oral, written, and online discourse and the social practices associated with each mode. I highlight issues of conformity or reproduction to local norms and practices versus resistance and contestation of these. Next, studies of socialization into academic publication and into particular textual identities are reviewed. I conclude with a short discussion of race, culture, gender, and academic discourse socialization, pointing out how social positioning by oneself and others can affect participants’ engagement and performance in their various learning communities.

References

Baquedano-López, P., & Kattan, S. (2008). Language socialization and schooling. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 161–173). New York: Springer.Google Scholar

Barnard, R., & Torres-Guzman, M. (Eds.). (2009). Creating communities of learning in schools. Clevedon, UK: Multilingual Matters.Google Scholar

Bayley, R., & Schecter, S. (Eds.). (2003). Language socialization in bilingual and multilingual societies. Clevedon, UK: Multilingual Matters.Google Scholar

Beckett, G. H. (2005). Academic language and literacy socialization through project-based instruction: ESL student perspectives and issues. Journal of Asian Pacific Communication, 15, 191–206.Google Scholar

Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13, 23–34.CrossRefGoogle Scholar

Belcher, D., & Connor, U. (Eds.). (2001). Reflections on multiliterate lives. Clevedon, UK: Multilingual Matters.Google Scholar

Berkenkotter, C., & Huckin, T. (1995). Genre knowledge in disciplinary communication. Hillsdale, NJ: Erlbaum.Google Scholar

Berkenkotter, C., Huckin, T. N., & Ackerman, J. (1988). Conventions, conversations, and the writer: Case study of a student in a rhetoric Ph.D. program. Research in the Teaching of English, 22, 9–45.Google Scholar

Berkenkotter, C., Huckin, T., & Ackerman, J. (1991). Social contexts and socially constructed texts: The initiation of a graduate student into a writing research community. In Bazerman, C. & Paradis, J. (Eds.), Textual dynamics of the professions: Historical and contemporary studies of writing in academic and other professional communities (pp. 191–215). Madison: University of Wisconsin Press.Google Scholar

Bernstein, D. (1972). Social class, language and socialization. In Giglioli, P. P. (Ed.), Language and social context (pp. 157–178). New York: Penguin Books.Google Scholar

Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.CrossRefGoogle Scholar

Bourdieu, P., Passeron, J-C., & de Saint Martin, M. (1994). Students and the language of teaching. In Bourdieu, P., Passeron, J-C., & de Saint Martin, M. (Eds.), Academic discourse: Linguistic misunderstanding and professorial power (pp. 35–79). Palo Alto, CA: Stanford University Press.Google Scholar

Bronson, M. D. (2004). Writing passage: Academic literacy socialization among ESL graduate students, A multiple case study. Unpublished doctoral dissertation, University of California, Davis.Google Scholar

Bronson, M. C., & Watson-Gegeo, K. A. (2008). The critical moment: Language socialization and the (re)visioning of first and second language learning. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 43–55). New York: Springer.Google Scholar

Bunch, G. C. (2009). “Going up there”: Challenges and opportunities for language minority students during a mainstream classroom speech event. Linguistics and Education, 20, 81–108.CrossRefGoogle Scholar

Casanave, C. P. (1990). The role of writing in socializing graduate students into an academic discipline in the social sciences. Unpublished doctoral dissertation, Stanford University, Palo Alto, CA.Google Scholar

Casanave, C. P. (1992). Cultural diversity and socialization: A case study of a Hispanic woman in a doctoral program in sociology. In Murray, D. E. (Ed.), Diversity as resource: Redefining cultural literacy (pp. 148–182). Alexandria, VA: TESOL.Google Scholar

Casanave, C. P. (1998). Transitions: The balancing act of bilingual academics. Journal of Second Language Writing, 7, 175–203.CrossRefGoogle Scholar

Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, NJ: Erlbaum.Google Scholar

Casanave, C. (2004). Controversies in second language writing. Ann Arbor: University of Michigan Press.Google Scholar

Casanave, C. & Li, X. (Eds.). (2008). Learning the literacy practices of graduate school: Insiders’ reflections on academic enculturation. Ann Arbor: University of Michigan Press.CrossRefGoogle Scholar

Casanave, C., & Vandrick, S. (Eds.). (2003). Writing for scholarly publication: Behind the scenes in language education. Mahwah, NJ: Erlbaum.Google Scholar

Connor, U., & Upton, T. (Eds.). (2004). Discourse in the professions: Perspectives from corpus linguistics. Amsterdam: John Benjamins.CrossRefGoogle Scholar

Curdt-Christiansen, X. (2008). Reading the world through words: Cultural themes in heritage Chinese language textbooks. Language and Education, 22, 95–113.CrossRefGoogle Scholar

Duff, P. A. (1995). An ethnography of communication in immersion classrooms in Hungary. TESOL Quarterly, 29, 505–537.CrossRefGoogle Scholar

Duff, P. A. (1996). Different languages, different practices: Socialization of discourse competence in dual-language school classrooms in Hungary. In Bailey, K. & Nunan, D. (Eds.), Voices from the language classroom: Qualitative research in second language acquisition (pp. 407–433). New York: Cambridge University Press.Google Scholar

Duff, P. A. (2002). The discursive construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23, 289–322.CrossRefGoogle Scholar

Duff, P. A. (2003). New directions in second language socialization research. Korean Journal of English Language and Linguistics, 3, 309–339.Google Scholar

Duff, P. A. (2004). Intertextuality and hybrid discourses: The infusion of pop culture in educational discourse. Linguistics and Education, 14, 231–176.CrossRefGoogle Scholar

Duff, P. A. (2007a). Second language socialization as sociocultural theory: Insights and issues. Language Teaching, 40, 309–319.CrossRefGoogle Scholar

Duff, P. A. (2007b). Problematising academic discourse socialisation. In Marriott, H., Moore, T., & Spence-Brown, R. (Eds.), Learning discourses and the discourses of learning (pp. 1–18). Melbourne, Australia: Monash University e-Press/University of Sydney Press.Google Scholar

Duff, P. A. (2008). Language socialization, higher education, and work. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 257–270). New York: Springer.Google Scholar

Duff, P. A. (2009). Language socialization in a Canadian secondary school: Talking about current events. In Barnard, R. & Torres-Guzman, M. (Eds.), Creating communities of learning in schools (pp. 165–185). Clevedon, UK: Multilingual Matters.Google Scholar

Duff, P. A. (2010). Language socialization. In Hornberger, N. H. & McKay, S. (Eds.), Sociolinguistics and language education (pp. 427–452). Bristol, UK: Multilingual Matters.Google Scholar

Duff, P. A. (in press). Second language socialization. In Duranti, A., Ochs, E., & Schieffelin, B. B. (Eds.), Handbook of language socialization. Malden, MA: Wiley-Blackwell.Google Scholar

Duff, P. A., & Hornberger, N. H. (Eds.). (2008). Encyclopedia of language and education: Vol. 8. Language socialization. New York: Springer.Google Scholar

Duff, P. A. & Kobayashi, M. (2010). The intersection of social, cognitive, and cultural processes in language learning. In Batstone, R. (Ed.), Sociocognitive perspectives on language use and language learning (pp. 75–93). Oxford, UK: Oxford University Press.Google Scholar

Fader, A. (2001). Literacy, bilingualism, and gender in a Hasidic community. Linguistics and Education, 12, 261–283.CrossRefGoogle Scholar

Fader, A. (2006). Learning faith: Language socialization in a community of Hasidic Jews. Language in Society, 35, 205–229.CrossRefGoogle Scholar

Fairclough, N. (1989). Language and power. London: Longman.Google Scholar

Flowerdew, J., & Li, Y. (2007). Language re-use among Chinese apprentice scientists writing for publication. Applied Linguistics, 28, 440–465.CrossRefGoogle Scholar

Garrett, P. B., & Baquedano-López, P. (2002). Language socialization: Reproduction and continuity, transformation and change. Annual Review of Anthropology, 31, 339–361.CrossRefGoogle Scholar

Gordon, D. (2008). Gendered second language socialization. In Duff, P. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 231–242). New York: Springer.Google Scholar

Halliday, M. (2003). Three aspects of children's language development: Learning language, learning through language, learning about language. In Webster, J. (Ed.), The language of early childhood (pp. 308–326). London: Continuum. (Reprinted from Oral and written language development: Impact on schools—Proceedings from the 1979 and 1980 IMPACT Conferences, pp. 7–19, by Y. Goodman, M. Haussler, & D. Strickland, Eds., 1980, Newark, DE: International Reading Association)Google Scholar

Haneda, M. (2006). Classrooms as communities of practice: A reevaluation. TESOL Quarterly, 40, 807–817.CrossRefGoogle Scholar

Hawkins, M. (2005). Becoming a student: Identity work and academic literacies in early schooling. TESOL Quarterly, 39, 59–82.CrossRefGoogle Scholar

Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.Google Scholar

Hobbs, P. (2004). The role of progress notes in the professional socialization of medical residents. Journal of Pragmatics, 36, 1579–1607.CrossRefGoogle Scholar

Howard, K. M., & Lo, A. (Eds.). (2009). Mobilizing respect and politeness in classrooms [Special issue]. Linguistics and Education, 20 (3).Google Scholar

Howard, K. M. (2008). Language socialization and language shift among school-aged children. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 187–199). New York: Springer.Google Scholar

Huang, J. (2004). Socialising ESL students into the discourse of school science through academic writing. Language and Education, 18, 97–123.CrossRefGoogle Scholar

Hyland, K. (2006). English for academic purposes. New York: Routledge.Google Scholar

Hyland, K., & Hyland, F. (Eds.). (2006). Feedback in second language writing: Contexts and issues. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar

Ivanič, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Philadelphia: John Benjamins.CrossRefGoogle Scholar

Ivanič, R. (2004). Discourses of writing and learning to write. Language and Education, 18, 220–245.CrossRefGoogle Scholar

Jacoby, S. (1998). Science as performance: Socializing scientific discourse through the conference talk rehearsal. Unpublished doctoral dissertation, University of California, Los Angeles.Google Scholar

Johns, A. (2005). English for academic purposes: Issues in undergraduate reading and writing. In Bruthiaux, P., Atkinson, D., Eggington, W., Grabe, W., & Ramanathan, V. (Eds.), Directions in applied linguistics (pp. 101–116). Clevedon, UK: Multilingual Matters.Google Scholar

Johns, A., & Snow, M. A. (Eds.). (2006). Academic English in secondary schools [Special issue]. Journal of English for Academic Purposes, 5 (4).CrossRefGoogle Scholar

Kim, J. (2008). Negotiating multiple investments in languages and identities: The language socialization of Generation 1.5 Korean-Canadian university students. Unpublished doctoral dissertation, University of British Columbia, Vancouver, British Columbia, Canada.Google Scholar

Kobayashi, M. (2003). The role of peer support in students’ accomplishment of oral academic tasks. Canadian Modern Language Review, 59, 337–368.CrossRefGoogle Scholar

Kobayashi, M. (2004). A sociocultural study of second language tasks: Activity, agency, and language socialization. Unpublished doctoral dissertation, University of British Columbia, Vancouver, Canada.Google Scholar

Kobayashi, M. (2006). Second language socialization through an oral project presentation: Japanese university students’ experience. In Beckett, G. H. & Miller, P. C. (Eds.), Project-based second and foreign language education (pp. 71–93). Charlotte, NC: Information Age.Google Scholar

Kouritzen, S., Piquemal, N., & Norman, R. (Eds.). (2009). Qualitative research challenging the orthodoxies in standard academic discourse(s). New York: Routledge.Google Scholar

Kulick, D., & Schieffelin, B. (2004). Language socialization. In Duranti, A. (Ed.), A companion to linguistic anthropology (pp. 349–368). Malden, MA: Blackwell.Google Scholar

Kyratzis, A., & Cook-Gumperz, J. (2008). Language socialization and gendered practices in childhood. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 145–157). New York: Springer.Google Scholar

Lam, W. S. E. (2008). Language socialization in online communities. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 301–311). New York: Springer.Google Scholar

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.CrossRefGoogle Scholar

Lea, M., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23, 157–172.CrossRefGoogle Scholar

Leibowitz, B. (2005). Learning in an additional language in a multilingual society: A South African case study on university-level writing. TESOL Quarterly, 39, 661–681.CrossRefGoogle Scholar

Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Quarterly, 29, 235–260.CrossRefGoogle Scholar

Leki, I. (2007). Undergraduates in a second language: Challenges and complexities of academic literacy development. Mahwah, NJ: Erlbaum.Google Scholar

Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. London: Routledge.Google Scholar

Li, Y. (2005). Multidimensional enculturation: The case study of an EFL Chinese doctoral student. Journal of Asian Pacific Communication, 15, 153–170.Google Scholar

Li, Y. (2006a). Negotiating knowledge contribution to multiple discourse communities: A doctoral student of computer science writing for publication. Journal of Second Language Writing, 15, 159–178.CrossRefGoogle Scholar

Li, Y. (2006b). Writing for international publication: The case of Chinese doctoral science students. Unpublished doctoral dissertation, City University of Hong Kong.Google Scholar

Li, Y. (2007). Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly, 41, 55–79.CrossRefGoogle Scholar

Lillis, T. (2003). Student writing as “academic literacies”: Drawing on Bakhtin to move from critique to design. Language and Education, 17, 192–207.CrossRefGoogle Scholar

Lu, Y., & Nelson, G. (2008). Negotiating on-line postings and publication: Identity construction through writing. In Casanave, C. & Li, Y. (Eds.), Learning the literacy practices of graduate school: Insiders reflections on academic enculturation (pp.150–165). Ann Arbor: University of Michigan Press.Google Scholar

Marriott, H., Moore, T., & Spence-Brown, R. (Eds.). (2007). Learning discourses and the discourses of learning. Melbourne, Australia: Monash University e-Press/University of Sydney Press.Google Scholar

Martin, J., & Rose, D. (2007). Working with discourse: Meaning beyond the clause. London: Continuum.Google Scholar

Maybin, J. (2003). Voices, intertextuality and induction to schooling. In Goodman, S., Lillis, T., Maybin, J., & Mercer, N. (Eds.), Language, literacy and education: A reader (pp. 159–170). Stoke on Trent, UK: Trentham Books, Stoke on Trent.Google Scholar

Mertz, E. (2007). The language of law: Learning to think like a lawyer. Oxford, UK: Oxford University Press.Google Scholar

Molle, D., & Prior, P. (2008). Multimodal genre systems in EAP writing pedagogy: Reflecting on a needs analysis. TESOL Quarterly, 42, 541–566.CrossRefGoogle Scholar

Moore, L. C. (2008). Language socialization and second/foreign language and multilingual education in non-Western settings. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 175–185). New York: Springer.Google Scholar

Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate program. TESOL Quarterly, 34, 279–310.CrossRefGoogle Scholar

Morita, N. (2002). Negotiating participation in second language academic communities: A study of identity, agency, and transformation. Unpublished doctoral dissertation, University of British Columbia, Vancouver, Canada.Google Scholar

Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38, 573–603.CrossRefGoogle Scholar

Morita, N. (2009). Language, culture, gender, and academic socialization. Language and Education, 23, 443–460.CrossRefGoogle Scholar

Morita, N., & Kobayashi, M. (2008). Academic discourse socialization in a second language. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 243–256). New York: Springer.Google Scholar

Ochs, E. (1986). Introduction. In Schieffelin, B. B. & Ochs, E. (Eds.), Language socialization across cultures (pp. 1–13). New York: Cambridge University Press.Google Scholar

Ochs, E., & Schieffelin, B. B. (2008). Language socialization: An historical overview. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 8. Language socialization (pp. 3–15). New York: Springer.Google Scholar

Ochs, E., & Taylor, C. (1992). Science at dinner. In Kramsch, C. & McConnell-Ginet, S. (Eds.), Text and context: Cross-disciplinary perspectives on language study (pp. 29–45). Lexington, MA: D.C. Heath.Google Scholar

Parks, S. (2001). Moving from school to the workplace: Disciplinary innovation, border crossings, and the reshaping of a written genre. Applied Linguistics, 22, 405–438.CrossRefGoogle Scholar

Parks, S., & Maguire, M. (1999). Coping with on-the-job writing skills in ESL: A constructivist-semiotic perspectives. Language Learning, 49, 143–175.CrossRefGoogle Scholar

Pavlenko, A. (2003). The privilege of being an immigrant woman. In Casanave, C. & Vandrick, S. (Eds.), Writing for scholarly publication: Behind the scenes in language and multicultural education (pp. 177–193). Mahwah, NJ: Erlbaum.Google Scholar

Pavlenko, A., & Piller, I. (2008). Language education and gender. In May, S. & Hornberger, N. H. (Eds.), Encyclopedia of language and education: Vol. 1. Language policy and political issues in education (pp. 57–69). New York: Springer.CrossRefGoogle Scholar

Pecorari, D. (2008). Academic writing and plagiarism: A linguistic analysis. London: Continuum.Google Scholar

Philips, S. U. (1982). The language socialization of lawyers: Acquiring the “cant.” In Spindler, G. (Ed.), Doing the ethnography of schooling (pp. 176–209). New York: Holt, Rinehart, and Winston.Google Scholar

Poole, D. (2008). The messiness of language socialization in reading groups: Participation in and resistance to the values of essayist literacy. Linguistics and Education, 19, 378–403.CrossRefGoogle Scholar

Potts, D. (2005). Pedagogy, purpose, and the second language learner in on-line communities. Canadian Modern Language Review, 62, 137–160.CrossRefGoogle Scholar

Prior, P. A. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Mahwah, NJ: Erlbaum.Google Scholar

Reder, S. & Davila, E. (2007). Context and literacy practices. Annual Review of Applied Linguistics, 25, 170–187.Google Scholar

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.Google Scholar

Schieffelin, B. B., & Ochs, E. (Eds.). (1986). Language socialization across cultures. Cambridge, UK: Cambridge University Press.Google Scholar

Schleef, E. (2008). Gender and academic discourse: Global restrictions and local possibilities. Language in Society, 37, 515–538.CrossRefGoogle Scholar

Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics approach. Mahwah, NJ: Erlbaum.Google Scholar

Séror, J. (2008). Socialization in the margins: Second language writers and feedback practices in university content courses. Unpublished doctoral dissertation, University of British Columbia, Vancouver, Canada.Google Scholar

Shi, L. (2002). How Western-trained Chinese TESOL professionals publish in their home environment. TESOL Quarterly, 36, 625–634.CrossRefGoogle Scholar

Shi, L. (2003). Writing in two cultures: Chinese professors return from the West. Canadian Modern Language Review, 59, 369–391.CrossRefGoogle Scholar

Shi, L. (2004). Textual borrowing in second language writing. Written Communication, 21, 171–200.CrossRefGoogle Scholar

Shi, L. (2010). Textual appropriation and citing behaviors of university undergraduates. Applied Linguistics, 31, 1–24.CrossRefGoogle Scholar

Spack, R. (1997). The acquisition of academic literacy in a second language: A longitudinal case study. Written Communication, 14, 3–62.CrossRefGoogle Scholar

Sterponi, L. (Ed.). (2008). The spirit of reading. Practices of reading sacred texts [Special issue]. Text and Talk, 28 (5).Google Scholar

Starfield, S. (2002). “I'm a second-language English speaker”: Negotiating writer identity and authority in Sociology One. Journal of Language, Identity, and Education, 1, 121–140.CrossRefGoogle Scholar

Starfield, S., & Ravelli, L. J. (2006). “The writing of this thesis was a process that I could not explore with the positivistic detachment of the classical sociologist”: Self and structure in the New Humanities research theses. Journal of English for Academic Purposes, 5, 222–243.CrossRefGoogle Scholar

Talmy, S. (2008). The cultural productions of ESL student at Tradewinds High: Contingency, multidirectionality, and identity in L2 socialization. Applied Linguistics, 29, 619–644.CrossRefGoogle Scholar

Talmy, S. (2009). A very important lesson: Respect and the socialization of order(s) in high school ESL. Linguistics and Education, 20, 235–253.CrossRefGoogle Scholar

Toohey, K. (1998). “Breaking them up, taking them away”: Constructing ESL students in grade one. TESOL Quarterly, 32, 61–84.CrossRefGoogle Scholar

Tracy, K. (1997). Colloquium: Dilemmas of academic discourse. Norwood, NJ: Ablex.Google Scholar

Vickers, C. (2007). Second language socialization through team interaction among electrical and computer engineering students. Modern Language Journal, 91, 621–640.CrossRefGoogle Scholar

Viechnicki, G. B., & Kuipers, J. (Eds.). (2008). Objectification and the inscription of knowledge in science classrooms. Linguistics and Education, 19, 203–318.Google Scholar

Warschauer, M. (2002). Networking into academic discourse. Journal of English for Academic Purposes 1, 45–58.CrossRefGoogle Scholar

Yim, Y. K. (2005). Second language speakers’ participation in computer-mediated discussions in graduate seminars. Unpublished doctoral dissertation, University of British Columbia, Vancouver, Canada.Google Scholar

Zappa-Hollman, S. (2007a). Becoming socialized into diverse academic communities through oral presentations. Canadian Modern Language Review, 63, 455–485.CrossRefGoogle Scholar

Zappa-Hollman, S. (2007b). The academic literacy socialization of Mexican exchange students at a Canadian university. Unpublished doctoral dissertation, University of British Columbia, Vancouver, Canada.Google Scholar

Zuengler, J., & Cole, K. M. (2005). Language socialization and L2 learning. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 301–316). Mahwah, N.J.: Erlbaum.Google Scholar

Zuengler, J., & Miller, E. (2008). Apprenticing into a community: Challenges of the Asthma Project. In Cole, K. M. & Zuengler, J. (Eds.), The research process in classroom discourse: Current perspectives (pp. 129–148). New York: Erlbaum/Taylor & Francis.Google Scholar

Which of the following best defines differential gender socialization quizlet?

Which of the following most accurately represents manhood requirements in traditional cultures quizlet?

During which developmental period does differential gender socialization becomes more pronounced?

Which of the following is associated with gender schema theory?