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INFORMATION TO USERS This manuscript has been reproduced firom the microfilm master. UMI films the text directfy from the original or copy submitted. Thus, some thesis rjid dissertation copies are in ^pewriter face, while others may be from zny type of con^uter printer. The quality of this reproduction is dqtendmit upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard m a rgins, and improper alignment can adversety affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note wiD indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to i%ht in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscr^ have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for aity photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bel! & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313.'761-4700 800.521-0600 LEARNING TO GET ALONG: LANGUAGE ACQUISITION AND SOCIALIZATION IN A NEW CULTURAL SETTING DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Susan Shannon Long, B.S., M.A. The Ohio State University 1995 Dissertation Committee: Approved by J. Hickman M. Johnston Collegé-^f Education M. J. Parsons Department of Educational Theory and Practice UMI Number: 9544626 Copyright 1995 by Long, Susan Shannon All rights reserved. UHI Microform 9544626 Copyright 1995, by OMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 To Kelli and Jan 11 ACKNOWLEDGMENTS This study would not have been possible without the generous support and participation of many people. Thank you to my daughter's Icelandic friends, particularly Birna, Elva, and Guôbjôrg, for allowing me to observe their growing relationships with Kelli and the evolution of their communication with her. Thank you to adult friends in Iceland, Steina and Oskar, who contributed significantly to the study by conducting interviews with Kelli's friends and discussing our daughters' relationships and Kelli's Icelandic acquisition. I am especially grateful to Steina Hôkonardôttir and Sara HarOardôttir for their invaluable assistance in the translation and discussion of video and audio taped data and responses to drafts of this work. At the Grunnskoli Njarôvikur, thank you to Alma, Obba, Lilja, Rebecca, and Gylfi for warmly welcoming me into their school and their classrooms and for providing important insights into Icelandic language, education, and cross-cultural moves. To members of my doctoral committee, Janet Hickman, and Michael Parsons, thank you for support throughout the process of my research. In memory of C. Ray Williams, iii heartfelt thanks for encouraging me to pursue the vision that became this study. Thank you particularly to Marilyn Johnston, my committee chair, who supported my ambition to persevere in the spirit with which this project was begun and who encouraged and responded with great care to every word I sent her way. To fellow students who cheered me on— Denise Dallmer, Laurie Desai, JoAnn Hohenbrink, Rick Kerper, Sandy Miller, and Cheri Williams— many thanks. I am especially grateful to Cheri, JoAnn, and Tanya Dickey for reading and providing important and meticulous feedback to my writing. Thank you to my family: to my mother for her unconditional love and pride; to my father who, with his passion for "the world of ideas," sparked and lovingly nurtures my own intellectual curiosity; and to my husband, Jan, whose inexhaustible practical and emotional support allowed me to pursue this project in an in-depth manner that would not have been possible otherwise. Most importantly, thank you to Kelli. Eight years old when data were collected, my daughter allowed me to share moments that brought both joy and frustration during her first nine months in Iceland. Today my beautiful eleven-year-old continues to amaze me with her many talents and incredible energy for involving herself in a multitude of exciting experiences. IV VITA December 27, 1952 ........... Born - Fort Wayne, Indiana 1974 ........................ B.S., Florida State University, Tallahassee, Florida 1974-1980 ................... Teacher, Sandy Lane Elementary School, Clearwater, Florida 1977 ........................M.A., University of South Florida, Tampa, Florida 1980-1981 ................... Teacher, Bremerhaven American Elementary School, Bremerhaven, Germany 1981-1983 ................... Teacher, Flensburg American School, Flensburg, Germany 1989-1991 ................... Teaching Assistant, The Ohio State University, Columbus, Ohio 1992-1993 ................... Instructor, Boston University Overseas Programs, Keflavik, Iceland FIELDS OF STUDY Major Field: Education TABLE OF CONTENTS ACKNOWLEDGEMENTS...................................... Ü i VITA .................................................. V LIST OF FIGURES....................................... xi CHAPTER I - INTRODUCTION TO THE STUDY.................. 1 The Question........................................ 1 Def initions......................................... 3 Background to the Study............................. 4 Kelli............................................. 5 Origins of the Study.............................. 8 The Significance of the Study........................ 13 Conclusion to Chapter 1 ............................. 18 CHAPTER II - RELATED LITERATURE........................ 19 Introduction........................................ 19 Language............................................ 20 First Language Acquisition......................... 20 Mastery......................................... 24 Functions of a First Language.................... 25 Language Embedded in Objects and Events.......... 27 Learning the Rules.............................. 28 Parents as First Linguistic Partners............. 30 Games, Routines, and Language Play............... 32 Conclusion...................................... 34 Bilingualism...................................... 35 Bilingualism Defined............................ 35 Types of Bilingualism........................... 37 The Effects of Bilingualism...................... 38 Characteristics of Bilingualism............ .. 40 Why People Become Bilingual.......... 43 Second Language Acquisition........................ 43 Theories of Second Language Acquisition.......... 43 Children's Progress as Second Language Learners... 45 Factors Influencing Second Language Acquisition... 46 Strategies Used by Second Language Learners...... 58 Playing With Language............................ 63 Ma int enance..................................... 64 Language Forgetting............................. 65 Second Language Learning and Culture............. 66 vi School Experiences and Second Language Acquisition................................ 68 First and Second Language Acquisition: Connections.. 75 Conclusion........................................ 78 Socialization....................................... 78 Socialization Defined............................. 79 How Children Socialize............................ 80 Interpersonal Negotiation......................... 82 Perspective-taking and Egocentrism................. 84 Socialization in Middle Childhood.................. 88 The Culture of Childhood.......... 89 Friendship........................................ 92 Children's Views of Friendship................... 93 Making and Maintaining Friendships............... 96 Breaking Friendships............................. 99 Initiating Access to Groups..................... 100 Friendship and School Adjustment................. 102 Play .............................................. 103 Playground Play: Childhood Lore and Games........ 105 Play Involving Objects and Language.............. 106 Sociodramatic Play.............................. 107 Culture........................................... 113 Unconscious Culture............................. 114 Subcultures..................................... 115 Acculturation................................... 115 Culture Shock................................... 120 Ethnocentrism................................... 122 Conclusion to Chapter II.......... 123 CHAPTER III - METHODOLOGY............................. 125 Methodological Stance............................... 125 Hermeneutic Phenomenology. ..................... 126 Ethnography....................................... 126 Hermeneutic Phenomenology and Ethnography.......... 131 Methodology: The Details............................ 132 The Research Site................................. 132 The Participants.............. 138 Time Frame.............. 141 Entry and Access.................................. 141 Participant Observation........................... 143 Data Collection................................... 146 Record Keeping and Organization...................

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