MOTHERS’ “MUSEUM-TALK”: SOCIALIZATION THROUGH FAMILIAL CONVERSATIONS ABOUT ART
In this study, we observe the language behavior of parents as they accompany their young children (approximately ages 7-10 years) on a visit to the University of Arizona Museum of Art. Cross-cultural study of language socialization practices – those practices that are see within a community as pr...
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| Language: | en_US |
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The University of Arizona.
2016
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| Online Access: | http://hdl.handle.net/10150/613134 http://arizona.openrepository.com/arizona/handle/10150/613134 |
| Summary: | In this study, we observe the language behavior of parents as they accompany their young
children (approximately ages 7-10 years) on a visit to the University of Arizona Museum of Art.
Cross-cultural study of language socialization practices – those practices that are see within a
community as providing children with knowledge of how to be competent communicators in that
community – has revealed important patterns of variation between different communities of
speakers. And here we hope to investigate language socialization practices in a particular
context: the museum. The context of the Art Museum has strong and specific cultural meaning in
the US, and is a site of very powerful but often-implied expectations for appropriate behavior,
and speech type, whether that is in volume, action, or in vocabulary/subject matter.
Specifically the investigation aims to identify the role that a parent assumes within this
institutional context with their young school-aged child, and how these roles are reflected via
language solidifying a type of ‘museum-talk’. For example, the role of a bystander might be
possible, but parents may alternatively take on the role of an educator, or translator. |
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