Constructing Social Identity: A Language Socialization Perspective

By Elinor Ochs. 1993

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Experience Grounds Language (2020, background): “exhibiting different attributes and sending varying signals, the sociolinguistic construction of identity (Ochs, 1993) could be examined more deeply.”
Why and how does shared language affect subsidiary knowledge inflows? A social identity perspective (2015, background): “Because such knowledge is difficult to codify and mainly built from experience, it is tacit in nature (Argote & Ingram, 2000).”
Beyond the observer’s paradox: the audio-recorder as a resource for the display of identity (2013, background): “Bucholtz and Hall (2005) provide an integrated and useful overview of this research while also highlighting the role of indexicality in identity construction (e.g. as discussed by Ochs, 1993).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “Language proficiency as an expanding set of situated practices Adopting a sociocultural pragmatics-based view of language development, we conceptualize language as inseparable from social context; language learning as contextdependent and usage-based; and, consequently, language proficiencies as the”
The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning (2010, background): “It seeks to unravel the kinds of social cultural dimension a learner is attempting to construct by engaging in a specific kind of social interaction or expressing a particular kind of affect (Ochs, 1993).”
Mastering Academic Language (2013, background): “Influenced by pragmatics-based theories of language acquisition (Ninio & Snow, 1996; Snow & Uccelli, 2009), functional linguistic approaches (Berman & Ravid, 2009; Halliday, 2004; Schleppegrell, 2004), and ethnographic research on language and literacy (Heath, 1983; Ochs, 1993), we”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “Whereas speakers are enculturated at home into the language of face-to-face interaction, which typically prepares them well for colloquial conversations in their respective communities (Heath, 1983; Ochs, 1993), participating successfully in academic discourses appears to be challenging for many col”
Negotiating Participation and Identity in Second Language Academic Communities. (2004, background): “First, as I have already argued, the interactional or language learning behavior of women or men (or a cultural group) should be analyzed as it is embedded in the local context of the community practices in which they participate (Eckert & McConnell-Ginet, 1998; Ochs, 1993).”
Phonation type as a stylistic variable : The use of falsetto in constructing a persona (2007, background): “According to the notion of indexicality, linguistic forms are endowed with interactional meanings which can be ideologically and indirectly associated with identity categories (Silverstein 1976; Ochs 1992, 1993).”
Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming (2009, background): “Interactions with experienced or more established members of a community are seen as pivotal processes that help novices develop discrete semiotic resources as well as sensitivity to expected dispositions, normative patterns of interaction, and status-appropriate identity stances (Duff, 2002; Ochs, ”