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Language socialization of Korean-Ame...

Han, Namhee.

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Language socialization of Korean-American preschoolers: Becoming a member of a community beyond the family.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language socialization of Korean-American preschoolers: Becoming a member of a community beyond the family./
Author:	Han, Namhee.
Description:	255 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1758.
Contained By:	Dissertation Abstracts International65-05A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3133034
ISBN:	0496802747

Language socialization of Korean-American preschoolers: Becoming a member of a community beyond the family.
Han, Namhee.

Language socialization of Korean-American preschoolers: Becoming a member of a community beyond the family. - 255 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1758.

Thesis (Ph.D.)--University of California, Los Angeles, 2004.

My dissertation investigates child language socialization practices in the Korean-American preschool classroom using ethnographic methods and an in-depth analysis of verbal/non-verbal interaction. The major findings of this study are: (1) Various forms of directives were a primary tool teachers used to promote compliance and obedience. They included explicit or implicit prompting of social etiquette words and honorific answers, sing-song requests, and disciplinary directives. (2) Teasing was employed to playfully point to child's learning errors whereas in shaming, social control of a child's behavior was the major purpose. Shaming events were characterized by a series of Rhetorical Questions, combined with F-formation, physical discipline, and confirmation question(s). (3) Certain vocabulary emerged as a socialization tool: (a) age-graded terms to teach relative seniority and age appropriate behaviors, or to shame immature behaviors and (b) affect-loaded words such as ippu- ('pretty') and meewu- ('ugly') to express approval and disapproval of child's verbal/non-verbal behaviors. The adverb ippu-ge ('pretty-ly'), in particular, served as a crucial descriptor in regulating children's participation in class activities. To sit down prettily means to sit down quietly, i.e., not moving restlessly and not talking. (4) Preschool teachers presented social norms in the form of reminder ('Social Rule' + 'Tag': "You should/should not do X" + "shouldn't you?" or "didn't I tell you?") or statement of teacher's preferences/dispreferences ("Teacher likes/dislikes those who do X").

ISBN: 0496802747Subjects--Topical Terms:

1018079
Language, Linguistics.

Language socialization of Korean-American preschoolers: Becoming a member of a community beyond the family.
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100 1 $a Han, Namhee. $3 1931005
245 1 0 $a Language socialization of Korean-American preschoolers: Becoming a member of a community beyond the family.
300 $a 255 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1758.
500 $a Chairs: Alison Bailey; Marjorie Harness Goodwin.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2004.
520 $a My dissertation investigates child language socialization practices in the Korean-American preschool classroom using ethnographic methods and an in-depth analysis of verbal/non-verbal interaction. The major findings of this study are: (1) Various forms of directives were a primary tool teachers used to promote compliance and obedience. They included explicit or implicit prompting of social etiquette words and honorific answers, sing-song requests, and disciplinary directives. (2) Teasing was employed to playfully point to child's learning errors whereas in shaming, social control of a child's behavior was the major purpose. Shaming events were characterized by a series of Rhetorical Questions, combined with F-formation, physical discipline, and confirmation question(s). (3) Certain vocabulary emerged as a socialization tool: (a) age-graded terms to teach relative seniority and age appropriate behaviors, or to shame immature behaviors and (b) affect-loaded words such as ippu- ('pretty') and meewu- ('ugly') to express approval and disapproval of child's verbal/non-verbal behaviors. The adverb ippu-ge ('pretty-ly'), in particular, served as a crucial descriptor in regulating children's participation in class activities. To sit down prettily means to sit down quietly, i.e., not moving restlessly and not talking. (4) Preschool teachers presented social norms in the form of reminder ('Social Rule' + 'Tag': "You should/should not do X" + "shouldn't you?" or "didn't I tell you?") or statement of teacher's preferences/dispreferences ("Teacher likes/dislikes those who do X").
520 $a Readers should not be misled to believe that Korean-American preschool teachers are controlling and only interested in disciplining young children. The above findings do not by any means represent all that can happen in the preschool. By the same token, they are not representative of all Korean-American preschools.
520 $a I hope that this dissertation inspires more research in language socialization studies in general, and particularly Korean language studies and Korean-American culture studies, as Korean-Americans are one of the lesser-studied ethnic groups.
590 $a School code: 0031.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Education, Bilingual and Multicultural. $3 626653
690 $a 0290
690 $a 0326
690 $a 0282
710 2 0 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 65-05A.
790 1 0 $a Bailey, Alison, $e advisor
790 1 0 $a Goodwin, Marjorie Harness, $e advisor
790 $a 0031
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3133034