Part 1
Bourdieu in the sociological theory says that we should think of the society as being organized or stratified as a 3-D space (Dillion, 2009). These dimensions include volumes of capital, size of capita and changes in properties of these components defined by time. Every society is characterized by different classes and their subcomponents. These classes are arranged depending on their volume of different capitals; economic, social, and cultural capital. The hierarchical distribution of these classes is determined by differences in ownership of capitals (Dillion, 2009). Bourdieu views linguistic capital as key component of cultural heritage (Wordak & Corson, 1997). The same authors also posit that this form of capital involves ability to create grammatically accurate terminologies. It also includes the capacity to apply suitable norms for using language, including style and variety considered appropriate in a certain environment, and to come up with precise emotions at the suitable time in a specific situation.
Notions of Habitus and Practice Theory
Bourdieu defines habitus as “a system of durable dispositions at the core of a person's behavior” (Wordak & Corson, 1997, p. 101). Such dispositions shape human behaviors and actions but its effects on humans are not easily noticeable (Deal & Beal, 2004). An example of habitus is when factors for social and cultural disparities like income, education, taste and preferences are compared on individuals. An example is a scholar with an advanced degree, huge income, elegant lifestyle is contrasted with dispositions or habitus of middle income earner with a college diploma, little income, and simple lifestyle. Notion of habitus is concerned with power relations between classes and how social inequalities are perpetrated and kept in these systems (Deal & Beal, 2004). Notion of habitus reveals that a person’s behavior is largely determined by some hidden and implicit knowledge that is not learned formally. Bourdieu’s theory of practice emphasizes on the power of what people do as opposed to what they say. His theory of practice explains how processes of social patterns of behavior influence structures of domination (Deal & Beal, 2004). Such behaviors are usually regulated by concepts of habitus from which the practice notion id developed.
Linguistic marketplace
A linguistic market is a place where different linguistic routes converge and linguistic exchanges take place (Davey, 2006). It refers to how language is used in give-and-take social interactions. In linguistic markets, some products are highly valued than others. Therefore, it is the responsibility of the speaker to identify such highly valued expressions. The higher the demand for a certain type of competence in the linguistic marketplace, the more the speaker can profit from it. The profit is called symbolic capital.
Relevance of Bourdieu ideas to anthropological studies of socialization
Bourdieu ideas that language has the power to regulate and shape our individual acts is right (Elliot & Mendelson, 2010). His development of notions of habitus and practice are based on anthropological studies of sociological analyses of a local society. The effects of habitus on human behavior are well explained through the process of socialization. An example is when training children to learn some good manners. The whole process of how habitus penetrates human body is called ‘coporeal hexis’ and is unconscious (Elliot & Mendel, 2010).
Boordieu, on his interest in socialization, looks at how messages are slowly inculcated in people’s minds over time hence affecting behavior patterns. These messages that shape behavior over time are a process through which habitus is reproduces in the society.
Part 2
Link between Language Socialization and literacy
Dillion, (2009), asserts that through socialization people learn different languages. Words, symbols, and gestures learned during the socialization process are used to interpret and give meaning to situations and environments. Words have the power of ‘turning the external reality into binary categories likes salt or not salt’ (Dillion, 2009, p. 364). Furthermore, the same author stipulates that language links social connections between novice and experts in a society. During the process, customs and beliefs are exchanged hence leading to development of cognition (Hall, Harson & Marsh, 2003). The notion of language as a tool for making meanings to situations has consequences for literacy development understanding and informative skills development during interaction. Therefore, language is acquired through the process of socialization of knowledge which for basis for acquiring literacy and knowledge. An example is where babies have new knowledge about the world.
Relationship between oral language and literate behavior
There is an agreement from previous researches that language plays a major role in reading and writing (Aukrust, 2011). The problem is to identify the role of language in literacy but oral language has been agreed to be the basis on which reading and writing skills can be acquired. Children and adolescents who suffer oral language deficiency generally find it hard in learning reading and writing skills. ‘Early predictors of reading and comprehension are word recognition and oral language skills’ (Aukrust, 2011, p. 174).
Heath (1983) described how children acquired their community’s way of life using language in their social practices. These communities had their own unique ways of socializing with their members. Their uniqueness in learning languages also affected their learning capabilities in schools. Children who practiced certain continuity with words at school had little difficulties in learning. The poor performance of children from low-income homes was attributed to mismatch of patterns in language and literacy uses at home and community (Heath, 1983).
Role of the institution (school) in the context of literacy
In school, language is taught and also used to transmit and reproduce knowledge in desired ways (Aurkust, 2011). The same author noted that learning inside the school is participatory while outside the school, action. Inside the school, it can be tested and monitored hence determining the level of literacy unlike outside. Lastly, schools also act as avenues for secondary language acquisition through a non-face-to-face process. Teachers help children to focus on their learning through evaluation and questioning the students (Micheals, 1981).
Literacy socialization, race, ethnicity, and social class.
Racial, ethnic and social environments affect the process of literacy acquisition. Children from higher social backgrounds usually perform well in literacy acquisition compared to those from lower classes. Children from Roadville, Trackton and Maintown performed differently on initial learning stages (Heath, 1982). They also adjust differently to school learning patterns at school. Maintown children who are from white families have pre-school experiences as compared to those from preschool families.
Stigmatized races suffer drawbacks on language socialization. It is closely related with ethnicity and formed basis of polarization between Blacks and Whites in USA. The impacts of racial divisions on language socialization takes place at larger scale compared to ethnicity. An example is public detraction of African-American English. Such negative attitudes to foreign accents affect literacy of foreign languages.
References
Aukrust , V., G. (2011). Learning and Cognition. Kidlington: Elsevier
Davey N. (2006). Unquiet understanding: Gadamer's philosophical hermeneutics. Albany: State University of New York Press
Deal, W. E. & Beal, T. K. (2004). Theory for religious studies. New York: Routledge
Dillion, M. (2011). Introduction to Sociological Theory: Theorists, Concepts, and Their
Applicability to the Twenty-First Century. Sussex: John Wiley and Sons
Elliott, A., & Mendelson, D. (2010). The Routledge companion to social theory. Oxon: Taylor &
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Hall, N., Larson, J., & Marsh, J. (Eds.) (2003). Handbook of early childhood literacy. London:
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Heath, S.B. (1983). What no bedtime Story Means: Narrative skills at home and school. Journal of language and sociology, (11) 47-76.
Michaels, S. (1981). “Shairing time”: Children’s narrative styles and differential access to literacy. Journal of language and sociology, (10), 423-442
Wardhaugh, R. (2011). An Introduction to Sociolinguistics. (6th ed.). West Sussex: Wiley-Blackwell
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