Doctoral Dissertation Research: Exploring the Emergence of Socialization in the Absence of a Shared Linguistic System

加州大学圣地亚哥分校的博士候选人Sara Goico在John哈维兰博士的指导下，将研究在缺乏共享语言系统的情况下，社会化是如何出现的。语言人类学家早就证明了语言在社会化过程中的重要性。为了进一步推进对社会化过程的科学理解，研究人员探讨了社会化如何在一群人无法接触到他们社区其他成员所说的语言的情况下出现。研究人员将调查秘鲁的聋哑儿童在包容性教室中的社会化情况，这是开展这一项目的适当地点。在秘鲁，与美国和许多其他国家不同，没有大量的听力辅助技术，使社会化能够更快地出现;秘鲁儿童没有机会使用口头或手语。这些儿童的社会化将通过一整年的包容性教育来观察-将失聪儿童全时安排在由听力正常的学生和教师组成的正规教育教室。这项研究对语言社会化领域很重要，因为它将解决目前研究中的两个空白-语言是否是社区成员所必需的，以及口语以外的交际资源如何参与社会化过程。该研究将解决以下问题：1。在多大程度上，那些无法与周围的人分享和建立语言的人可以成为社区的成功成员？2.如果没有共同的语言系统，这种社会化过程是如何发生的？ 研究人员将在秘鲁花15个月的时间跟踪一小批聋哑学生完成他们第一年的包容性教育。研究者将在一小群聋儿的融合教室和家中进行参与式观察、拍摄和访谈。这项研究的分析将需要生成详细的视频记录聋人学生，他们的老师和同龄人之间的课堂互动的成绩单。这个研究项目有可能为我们理解人类的沟通和社会性做出重大的理论贡献。最近，语言人类学的研究人员主张更准确和细致入微地理解人类交流的全部范围以及语言在这个更广泛的框架中的地位。通过关注那些没有直接接触语言系统的人，这个项目将做出重大努力，为语言社会化领域带来广泛的符号学视角。此外，这项研究是在全纳教育在地球仪迅速传播的时候进行的，但对这些教育方案的效果的研究却滞后了。这项研究具有深远的潜力，更好地了解聋人包容性教育制度，并影响这一教育制度的政策和实施。

University of California, San Diego doctoral candidate Sara Goico, supervised by Dr. John Haviland, will research how socialization emerges in the absence of a shared linguistic system. Linguistic anthropologists have long documented the importance of language in the socialization process. To further advance scientific understandings of the socialization process, the researcher explores how socialization can emerge in a context where a group of individuals do not have access to the language spoken by other members of their community. The researcher will investigate socialization among deaf children in Peru in inclusion classrooms, which is an appropriate site for such a project. In Peru, unlike the United States and many other countries, there is not an abundance hearing assistive technologies that allow socialization to emerge more rapidly; and Peruvian children do not have access to either a spoken or signed language. The socialization of these children will be observed through an entire year of inclusion education - the full-time placement of a deaf child in a regular education classroom of hearing students and teachers. This research is important to the field of language socialization because it will address two gaps in the current research - whether or not language is essential to membership in a community and how communicative resources other than spoken language are involved in the socialization process. The research will address the questions: 1. To what extent can individuals who do not have access to a shared and established language with the people around them become successful members of a community? 2. How does this process of socialization occur without a shared linguistic system? The researcher will spend 15 months in Peru following a small cohort of deaf students through their first year of inclusion education. The researcher will conduct participant observation, filming, and interviews in the inclusion classrooms and homes of a small group of deaf children. The analysis of this research will require generating detailed transcripts of video recorded classroom interactions between deaf students, their teachers, and peers. This research project has the potential to make significant theoretical contributions to our understanding of human communication and sociality. Recently, researchers in linguistic anthropology have argued for a more accurate and nuanced understanding of the full range of human communication and the place of language within this broader framework. By focusing on individuals who do not have direct access to a linguistic system, this project will make a significant effort to bring a broad semiotic perspective to the field of language socialization. Furthermore, this research occurs at a time when inclusion education is spreading rapidly around the globe, but research on the effects of these educational programs lags behind. This research has far-reaching potential to better understand the system of inclusion education for the deaf and to influence the policies and implementation of this educational system.