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Week 09 - Socialization under conditions of diversity

Objectives - By the end of this lecture you should understand:

some principles of language socialization research.

how these principles can help us study intercultural communication under conditions of diversity.

how this model has actually been applied.

how other concepts, such as crossing, and adequationcan be used when investigating socialization in conditions of diversity

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Mobility and the policies of nation-states have created many zones of contact/superdiverse contexts:

So, how do people from different backgrounds learn to get on?

In informal settings how do people learn to get on?

1. Introduction: recap from last lecture

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Part 1:Language socialization, stories, gossip and

intercultural communication: and introduction to methods (40-50 mins)

Part 2: Learning to get along in conditions of

diversity: an Indonesian case study (40-50 mins)

Format

2 Language Socialization

3 Conversational storytelling

4 From stories to gossip

1 Introduction

Part 1: Language Socialization, stories, gossip & intercultural communication

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Interested in how novices learn how to communicate appropriately (e.g. Garrett and Baquedano-Lopez 2002).

2. Language Socialization

Being able to communicate appropriately is talked of in terms of communicative competence (Hymes 1972a, 1974):

being communicatively competent means knowing how to associate topics, message forms, participants, and feelings with particular settings and activities with the end result being successful communication from the point of view of all participants involved in the interaction (Hymes1972a, 1974; Ochs, 1988; Duranti, 1988)

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Four underlying notions of language socialization research are:

a) People are socialized through language use through participation and observation (Ochs 1986, 1988)

b) People are socialized to use language through:

explicit coaching

narratives & gossip about unusual events. (Ochs 1986, 1988, 2004; Ochs & Tamar 2007).

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c) Language socialization is not one-way

Boss learning how to interact with new staff.

Person learning to be new parent.

d) Learning how to become communicatively competent requires participation in recurrent activities (e.g. Ochs 1988; Schieffelin 1990; Schieffelin & Ochs 1986).

Apprentice > tradesperson (learns to talk the talk and walk the walk over four years).

Fragmented knowledge of how to interact becomes less fragmented > regimenting identities (I am parent, I am child, etc.)

…[L]anguage practices are socially organized and …, as novices recurrently engage in these practices with more expert members of society, they develop an understanding of social actions, events, emotions, aesthetics, knowledgeability, statuses, relationships, and other socio-cultural phenomena…. This focus on language practices as resources for socializing social and cultural competence links language socialization research to post-structural sociological paradigms that portray social structures as outcomes of social practices … and to psychological paradigms that portray cognitive structures as outcomes of speaking and of social interaction. [original italics] (Ochs 1996:408)

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How does language socialization research relate to intercultural communication? Someone is always a novice in new contact

zones

The same range of communicative activities are used in these contact zones, though their weight/importance may be different.

Importance of observation versus participation

The importance of formal instruction versus gossip

Telling stories and engaging gossip is pervasive in everyday communicative practice throughout the world (Ochs 2004; Ochs & Capps 2001).

Telling stories is one of the key ways of understanding experience, identity, and (re)producing norms for everyday social conduct (e.g. Ochs & Capps 2001; Georgokopolou 2007).

Often stories are about “ruptures in experience”, e.g. where something has occurred in a way that was unexpected (e.g. Bauman 1986; Bruner 1991; Labov 2006[1972]; Mandelbaum 1993).

In practice???

3 Narratives

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Stories can be introduced as part of the topic of ongoing conversation or they can change the topic (Jefferson 1978).

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Example 1: Part of the ongoing topic of talk

(Jefferson 1978:220)

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Example 2: Change the topic of talk

Example 3: Temporal marker

(Jefferson 1978:222-2225)

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How do you know if others might be

interested in your story?

To launch a story the teller needs to gain

other participants’ “alignment”.

Alignment can be in the form of:

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Repetition (Jefferson 1978)

Use of “mm hm”, “uh huh” etc, which show that the recipient expects the teller to continue (Mandelbaum 1993:253)

Assessments, e.g. “great”, “how awful” (Ibid.)

Turns asking for further information, e.g. “then what?”

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How do you keep others interested in your story, that is, make it tellable?

Exaggerate! Though there is always a tension between telling the truth and making your story tellable.

Co-tellership: get others involved in the telling (e.g. the rupture in experience is something that could have happened to them too)!

Try and ensure that the hero (often the teller) is

similar to those listening.

Ensure that the villain is very different to those

listening/contriting.

Evaluate the experience as good or bad as part of

supplying an answer to the “SO WHAT” question

(i.e. why are we telling this story?)

Provide a resolution or solution – problematic

events & ruptures require solutions or resolutions.

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How do you make those listening similar to you and different to the villain?

Represent your listeners/other contritors as speaking and acting just like you.

Make sure you represent the villain as not speaking or acting like you. Usually they are not present at a telling.

The semiotic information that you provide to keep people interested and to pursue social sameness and difference is often referred to as “orientation” in studies of storytelling.

To sum up so far

Abstract (posting a topic)

Alignment (getting someone to repeat the topic)

Rupture (at some stage you need to mention something strange, usually someone’s conduct)

Secure listeners attention and even better if there are co-tellers.

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Orientation: who, when, where, what they were like, what they sounded and acted like, ETC.

Pursuit of sameness and difference.

Evaluation.

Solutions & resolutions.

+ CODA which is talk that bring participants out of the story world and into the here and now.

Gossip has many

similarities with

conversational storytelling,

especially in terms of its

function as a means of

(re)producing local rules

for social conduct (Besnier

1989; 1995).

4 Gossip

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Similarities

1. Abstract (posting a topic)

2. Alignment (getting someone to repeat the topic)

3. Rupture (at some stage you need to mention something strange, usually someone’s conduct)

4. Secure listeners and co-tellers.

5. Villain not at the telling event.

6. Orientation: who, when, where, what they were like, what they sounded and acted like, ETC.

7. Pursuit of sameness and difference.

8. Evaluation.

9. Resolutions.

Differences

1. Co-tellers who repeat the story and add other stories.

2. Multiple stories told about the villain.

3. Responsibility for telling is diluted through involvement of multiple tellers.

4. Certainty – there is definitely a villain.

5. The villain in the story becomes a “supervillain” , while the hero becomes “us” through 3).

6. Delay of bringing participants out of story world.

7. People talking for a longer period of time.

8. Story is moved to the front-stage or becomes more public through either 3) or other means.

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QUESTIONS?

10 min break

Part 2: Learning to get along in

conditions of diversity: an Indonesian case study (40-

50 mins)

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1 INTRODUCTION2 Stereotypes in

Indonesia

3 Local context

4 The many varieties of Javanese

5 Stories, Gossip, Identities & Social Conduct

6 Conclusions

Semarang

Map 1: The Indonesian Archipelago

Source: Adapted from Errington (1998b: xvii)

Many Indonesians speak two languages + (a regional language (e.g. Javanese, etc) & Indonesian.

Since colonial times language and region tightly linked and talked about in terms of ethnicity.

400-700 regional/ethnic languages used with insiders and ethnic brethren.

Period of intense nation ilding > Indonesian the language of education, the reaucracy, knowledge, authority, development & inter-ethnic communication and talk with outsiders.

2 Language ideologies & stereotypes in Indonesia

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Map 2 East, Central and West Java, Madura and Bali

Map adapted from Errington (1998b: xviii)

3 The many varieties of Javanese

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Krámá Madyá Ngoko Gloss

meniko niki,

niku,

niko

iki,

kuwi,

kaé

this,

that,

that over there

menopo Nopo Opo what

wonten Enten ono, nèng there is/are, in/at/on

badhé ajeng arep will/wish/intend

word + aken word + aké = benefactive verb

ipun né = nominalizer

Table 1 Examples of words & affixes indexical of Javanese speech levels

Adapted from Wolff and Poedjosoedarmo (1982:30)

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a) Interlocutors familiar and of same status

NGOKO NGOKO

b) Interlocutors unfamiliar and of same status

KRÁMÁ KRÁMÁ

Diagram 1 Symmetrical Exchanges of Javanese

Sources: (Bax 1974; Errington 1986; Goebel 2000; Smith-Hefner 1983)

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Map 2 East, Central and West Java, Madura and Bali

Map adapted from Errington (1998b: xviii)

4 The local context

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5.1 Ward 8: a neighborhood full of outsiders

Plates 1 and 2: Ward 8

Diagram 2: Neighborhood 3

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Plate 3: A monthly female ward meeting (Arisan I I)

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Indonesian Central Government (sends directives & receives reports)

other provinces – Province of Central Java – other provinces

other cities & regencies – City of Semarang – other cities & regencies

other districts - Kecematan Plamongan – other districts

other sub-districts - Kelurahan Plamongan Kulon (38 RW) - other s-dis

other RW “neighborhood” - Rukun Warga (RW) (8-12 RT) - other RW

other RT “ward” - Rukun Tetangga (RT) (20-30 RK) - other wards

other RK “families” - Rukun Keluarga (RK) (+/- 5 people) - other RK

Diagram 3 Administrative hierarchy

Diagram 4: Private? stories in a monthly ward meeting

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5.2 Stories and intercultural talk: the first meeting (a)

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Diagram 4: Private? stories in a monthly ward meeting

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5.2 Stories and intercultural talk: the first meeting (b)

Abdurrahman*1 tobing tuh yang mana . Which one is Mrs Tobing?Nurholis2 { itu loh sebelah matius itu loh You know the one beside Mrs Matius.

Sumaryono*34

{ sebelah roni itu tobing toh’ = The one beside Mrs Roni is MrsTobing you with me.

Naryono5 =+ tobing+ . tobing #tobing# (0.6) Mrs Tobing, Tobing, Tobing.

Nurholis6 nggak pernah datang kok’ = [She] has never attended,

disappointingly.Naryono78

= lah iya. arisan . { nggak pernah datang>

That is right, [she] has never attended a meeting.

Nurholis910

{ >patungan sepuluh ri> #nggak pernah datang’# (0.7)

[she] has never contrited her share of 10000 [rupiah toward celebrations].

Sumaryono*1112

padahal rt penting tuh kenal ya(0.8) kalau (???) (???) { (???)

t the ward is important [we] need friends yes? If (???) (???) (???)

S1: Abstract, orientation, alignment, rupture & evaluation

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Joko

13 { ditarik waé:? . ning umahé’ (0.9) Just ask for [contritions] at her house !

Naryono

14151617

> ning ditariki ning umahé géembenketoké piyé ya ?> . %ya aku ra enak { aku%

[I] went to her house to ask for [contritions], in the past,t she appeared unfriendly. Me, I didn’t feel comfortable.

Nurholis

1819

{%>aku yawegah ok mono emoh> { #aku#%

Me yeah I couldn’t be bothered going there.

Naryono

2021

{% akumeh narik wegah % { #aku#

[If] I have to ask for [contritions] Icouldn’t be bothered.

????

22 {(??? ??? ???) (??? ??? ???).

Nurholis2324

{ %>aku mehnarik wegah%> #ngono loh# (0.4)

[If] I haveto ask for [contritions] [I] couldn’t be bothered, it’s like that heh.

Story 2 ?: Tobing , the past , rupture and feeling the same

Naryono

24252627282930

@ tobing@ kui lho . +ditarik+wong kan? ngga pernah ketemu yo .+ndeweké karepé kih? . lepas>ngono lho>+ .soko tanggung jawab rt ‘. ikindeweké kih #emoh’#=

That Mrs Tobing, [if] asked [for contritions] by someone, right?[she] can never be found, yeah her wish is to let goyou know,of ward responsibilities,[she] is not interested.

Joko

3132

= lho ojomanggon neng kené {(???)

Well don’t live here (???) (???)

Naryono

333435

{ anu opo ndeweké ora tahu teko loh? .kan? ya nggak boleh ok’ =

Ah what is it, she has never ever attended, right?, that’s not allowed, is it.

Sumaryono*

3637

= dia tuhdia statusnya di sini apa? =

She, what is her [residency] status here?

Story 3 Public Retelling No 1

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Naryono

38 =lah iya’= That is right.

Sumaryono*

3940

= dia di sini minta surat rtkan? jangan >+dikasih+’>=

[if] she is here and asks for a ward letter right, don’t give it [to her]

Naryono

41424344

= wonglagé emben ngené toh nangkené? . saya tuh sewaktu waktu#pind:ah’# =

She, a while ago, came here and said “at some time or another I will move”.

Sumaryono*

45 = kabeh +w:ong+? = All people [move]

Naryono

4647

= lahiya’ =

That’s right.

Sumaryono*

4849

= semua +orang+ wong kantoraja tidak ada menetap #(??? ???)# .

All people, even office workers, none stay forever (??? ???).

Story 4: Representing the villain as speaking differently

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Sumaryono*50 { laporan itu lah’ [she is only seen??] when she has to

report [to the ward]Nurholis

5152

{ dijaluki sebelahnya itu lohmatius =

[If] asked for [monetary contritions] from the one beside Mrs. Matius [you] know who I mean.

Joko53 = saya tuh mau pindah tempat = “I will be moving house.”

Naryono

5455

= oh gitu toh =

Oh [it’s] like that is it?

Nurholis56 = heeh = Yes.

Naryono5758596061

= >dijaluki #opoanu #> sepuluh ri:? . >ketoké anu+sinis kaé loh ? aku yo ora enakngemis + ngono loh> . #wegahaku#(5.0)

[If] asked for whatwhat is it 10000 she looks really sour-faced [Nurholis and others present] yeah I’m not comfortable begging it's like that, I don’t want to.

Story 5 Re-Reporting speech in stories

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Sumaryono*62636465

= (??? ???) lagi . ya jadi dikucilkanaja’ nggak usah’ . { apa tujuh belasan juga nggakusah .

(??? ???) again, yeah just don’t include [her] it's not necessary. What if for the 17th [August celebrations] [we] also don’t invite her

Naryono666768

{dianu dia itu karepé iki? . nggak mau urusan gini gini itu . #nggak mau# =

We will- Her wish is like this“I don’t want to be involved in these sorts of matters (organizing celebrations), [I] don’t want [to].”

Kris**6970

= oh ya ndak boleh? =

Oh that’s not allowed.

Naryono71 = kumpul juga nggak mau’ = [She] also doesn’t want to socialize.

Sumaryono*727374

=kenal baéwong . nggak gelem ok’. lewat aja? { nggak

Just saying hello to others [she]doesn’t know, [she’s] not interested,she just walks by, heh? doesn’t…

Extract 6 Widening the social domain

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Diagram 5 Public retelling 3? & involving more participants

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Diagram 6 Public retelling 4? & widening social domain

6.0 Summary so far Most present become involved in the story, through

telling about a problematic event, evaluating the event and those involved, or offering a solution.

Each story added a new deviant characteristic to Tobing turning her into a type of neighborhood super villain.

This process also helped reproduce rules for social conduct in what was a diverse neighborhood.

Stories and Gossip are not just about villainization t have an integrative function and a teaching function.

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Explicit lessons

Attend meetings.

Pay dues.

Smile in interactions.

Ask after your neighbors when they pass by.

Socialize with your neighbours.

Implicit lessons

Talk about experience in Javanese.

Evaluate experience in Indonesian.

If you are a migrant, use the local language (e.g. Javanese).

Consensus about which topic is achieved through repetition

OK to talk about problematic neighbors.

OK to evaluate neighbors’ problematic behaviour.47

Table 2 Zainudin’s language usage & language addressed in

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Ward meeting

Date

Turns spoken

in I

% of allturns

Address-ed in I

% of allturns

Turns spoken in NJ

% of all

turns

Add-ress-ed in NJ

% of allturns

Jul 96 104 98% 102 97% 2 2% 3 3%

Aug 96 85 100% 82 95% 0 0% 4 5%

Dec 9698 96% 76 82% 4 4% 16

(9/7)18%

7 Outcomes of socialization (a)

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Table 2 Zainudin’s language usage & language addressed in

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Ward meeting

Date

Turns spoken

in I

% of allturns

Address-ed in I

% of allturns

Turns spoken in NJ

% of all

turns

Add-ress-ed in NJ

% of allturns

Jul 96 104 98% 102 97% 2 2% 3 3%

Aug 96 85 100% 82 95% 0 0% 4 5%

Dec 9698 96% 76 82% 4 4% 16

(9/7)18%

7 Outcomes of socialization (b)

Zainudin*

12345

Itu yang punya Indro itunya ’ . tempatininya tuh . kasihan tempat apa itu . yang mau masuk garasi itu uda:h mau anjlok itu(.5) soalnya berat sih ya? . #kena trukgitu’# (1.3)

Indro’s place , the poor place where you enter the garage is about to collapse, the problem is [the] heavy [trucks] yeah , driven over by the truck.

Pujianto7 Wong truk sangono gedené ko = Yes the trucks are quite big ehZainudin*8 = masuk (laughs) (.4) Collapse.

Naryono9 Apa toh = What is up?

Zainudin*

10 Mau gotnya itu’ mau bolong #gitu’# . The drain is about to break.

Naryono11 Oh ya = Is that right?

Zainudin*

12 Heem . Yes.

Extract 7.1a (Re)producing norms for speaking conduct?

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Zainudin* 1314

{ nanti lama lama . gotnyamasu:k’

Yeah later over time the drain will collapse.

Pujianto1516

{ nganu waé ? . pak naryono{ kon ngandani’

What about [you] ask Pak Naryono to tell [them]?

Naryono1718

{ enggih mengke . enggihlah rung laporan ih ’ (.4)

Yes, later yes [they] haven’t yet reported [to the ward head] [your exaltedness due to being much older than I]

Pujianto19 { ya ora opo opo ngandani ko’ Ya [that] won’t be a

problem tell them hehAbdurrahman*20 { ngga apa apa ? [That] won’t be a problem .

Extract 7.1b (Re)producing norms for speaking conduct?

Extract 7.1c (Re)producing or reifying norms for speaking conduct?Zainudin*

212223242525272829

{toh (.2) itu katanya kan adik (.1) ituloh adik saya itu kan waktu pertamakali bawa barang itu minta itu mintatolong sama adik saya soalé engga adalaki laki yang mau ngangkut ngangkutnurunin itu adik saya ditolong’ (.2) dia(.3) dia ngangkut itu malam malam itubawaké ke ruma:h? terus dia =

Heh he said [my] younger brother right, [I] mean my younger brother right, the first time when goods were brought [by truck to next door], [they] asked asked for help from my brother because there were nomen to lift and unload [the truck]. [So] my younger brother helped, he, he lifted and carried it into the house.

Naryono

3031

= jenengé ngerepotké tonggo kokngono kuwi jenengé’ =

That’s called inconveniencing the neighbors, that’s what that’s called.

Zainudin*

3233

= ya soalnya engga ada siapa siapawaktu itu { sih ’ (laughs)

Yeah the problem was at that time there was not anybody around .

Naryono

3435

{ lah salahé wong gowo barang ra nggowo wong piyé’

Well that’s the problem of the person who brought the goods, gee not also bringing someone with.

Zainudin Indonesian; Naryono Indonesian; Zainudin Indonesian

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8.0 Conclusion Socialization and intercultural talk in Indonesia.

How do people from diverse backgrounds become socialized?

How does this related to widely circulating stereotypes and work on stories and gossip more generally?

Focus on accounts of non-normative behaviourfound in stories provides people with insights into expectations.

Accounts of difference and deviance also necessarily infer what should have been done.

Rules for social conduct are emergent.

THANK YOU

QUESTIONS?

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Appendix A: Transcription Conventions

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# surrounding an utterance or word lowering of volume.

+ surrounding an utterance or word raising of volume.CAPS Emphasis is placed on a particular part of a word

through increased volume.

’ after a word final falling intonation.

? after a word final rising intonation> at the start and end of an utterance > utterance was spoken faster than the previous one.

< at the start and end of an utterance < utterance was spoken slower than the previous one.

: within a word Sound stretch= latch, i.e. there is little or no pause between speaker

turns.

{ squiggly brackets indicates an overlap in the talk with one person starting to talk before the other has finished.

. between words indicates a pause longer than a latch t shorter than 0.3 seconds.

Brackets with a number (.4) length of silence in tenths of a second between utterances and words.

Brackets with three ?, i.e. (???) represents a word that could not be transcribed.

List of references cited

Bauman, R. (1986). Story, Performance and Event. Cambridge: Cambridge University Press.Besnier, N. (1989). Information withholding as a manipulative and collusive strategy in Nukulaelae

gossip. Language in Society, 18, 315-341.Besnier, N. (1995). Conflict Management, Gossip, and Affective Meaning on Nukulaelae. In K. A.

Watson-Gegeo & G. M. White (Eds.), Disentangling: Conflict discourse in Pacific societies (pp. 290-333). Stanford, CA: Stanford University Press.

Besnier, N. (2009). Gossip and the everyday production of politics. Honolulu: University of Hawai‘i Press.

Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1-21.Georgakopoulou, A. (2007). Small stories, interaction and identities. Amsterdam: John Benjamins

Publishing Company.Jefferson, G. (1978). Sequential aspects of storytelling in conversation. In J. Schenkein (Ed.),

Studies in the organization of conversational interaction (pp. 219-248). New York: Academic Press Inc.

Labov, W. (2006 [1972]). The transformation of experience in narrative. In A. Jaworski & N. Coupland (Eds.), The discourse reader (pp. 214-226). London: Routledge.

Mandelbaum, J. (1993). Assigning responsibility in conversational storytelling: The interactional construction of reality. Text, 13(2), 247-266.

Ochs, E. (2004). Narrative lessons. In A. Duranti (Ed.), A companion to linguistic anthropology (pp. 269-289). Oxford: Blackwell.

Ochs, E., & Capps, L. (2001). Living narrative. Cambridge: Harvard University Press.

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List of further readings

De Fina, A., & Georgakopoulou, A. (2012). Analyzing narrative: discourse and sociolinguistic perspectives. Cambridge: Cambridge University Press.

Goebel, Z. (2009). Semiosis, interaction and ethnicity in urban Java. Journal of Sociolinguistics, 13(4), 499-523.

Labov, W. (2006 [1972]). The transformation of experience in narrative. In A. Jaworski & N. Coupland (Eds.), The discourse reader (pp. 214-226). London: Routledge.

Liddicoat, A. J. (2007). An introduction to conversation analysis. London: Continuum.Ochs, E. (2004). Narrative lessons. In A. Duranti (Ed.), A companion to linguistic anthropology (pp.

269-289). Oxford: Blackwell.

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