Language and Food : Verbal and nonverbal experiences.

This paper investigates the socialization into healthy food practices in a Danish multi-ethnic kindergarten classroom within the frameworks of Linguistic Ethnography (Creese, 2008; Rampton, Maybin & Tusting, 2007) and Language Socialization (Ochs, 1988; Schieffelin, 1990). I present micro-analys...

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Bibliographic Details
Main Author: Szatrowski, Polly E.
Format: eBook
Language:English
Published: Amsterdam : John Benjamins Publishing Company, 2014.
Series:Pragmatics & Beyond New Series
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Table of Contents:
  • Language and Food
  • Editorial page
  • Title page
  • LCC data
  • Table of contents
  • I. Introduction
  • 1. Introduction to Language and food: Verbal and nonverbal experiences
  • 1. Introduction
  • 2. Previous research related to language and food
  • 3. Emerging themes related to language and food
  • 3.1 Ritual and performance
  • 3.2 Food description, identification and assessment
  • 3.3 Food, language and identity
  • 3.4 Child and adult socialization through food
  • 3.5 Verbal and nonverbal resources in talk about food
  • 4. Conclusion
  • References
  • Appendix A
  • Data
  • English translation
  • Japanese romanization (Szatrowski, 2004a, p. viii, 2010b, pp. 16-17)
  • Appendix B
  • The taster meal
  • II. Process and structural organization
  • 2. Negotiating a passage to the meal in four cultures
  • 1. Introduction
  • 2. Stages of commensality and their pragmemic triggers
  • 2.1 The "outside world" and departures from it
  • 2.2 Transit: Outside world to threshold - The "invited state"
  • 2.3 Transit: Crossing the threshold - The"gathering place"
  • 2.4 Transit: Passage to "the table" - The "arrival at the table"
  • 2.5 Transit: Beginning the Meal - Commensality
  • 2.6 Transit: Leaving "the table" - The "post commensal activity"
  • 2.7 Transit: Departure (crossing the threshold) - The "departing place"
  • 2.8 Transit: Re-entry into the "outside world" - The "reciprocating status"
  • 3. A ritual approach
  • 3.1 Ritual and commensality
  • 4. Pragmemic triggers in four cultures
  • 4.1 The invitation
  • 4.2 Greeting / Welcome
  • 4.3 Summons to "the table"
  • 4.4 Signal to eat
  • 4.5 Invitation to leave "the table"
  • 4.6 Statement of departure
  • 4.7 Expression of gratitude
  • 5. Conclusion
  • References
  • 3. The structural organization of ordering and serving sushi
  • 1. Introduction
  • 2. Background
  • 3. Data and methodology
  • 4. Analysis.
  • 4.1 Opening: Establishing mutual recognition and relevant identities
  • 4.2 Closing
  • 5. Conclusion
  • References
  • III. Talking about the food while eating
  • 4. It's delicious! How Japanese speakers describe food at a social event
  • 1. Introduction
  • 2. Food talk as performed culture
  • 3. Trends in Japanese expressions of tastiness
  • 4. Methodology
  • 5. The data
  • 6. Discussion
  • 7. Conclusion
  • References
  • Appendix A
  • Appendix B
  • 5. Food and identity in Wolof and Eegimaa: We eat what we are
  • 1. Introduction
  • 2. Motivations for lexical borrowing
  • 2.1 Loanwords in Wolof
  • 2.2 Loanwords in Eegimaa
  • 3. Demarcation/ evaluative motivation for lexical borrowing
  • 3.1 Wolof examples of loanwords for demarcation/ evaluative motivation
  • 3.2 Eegimaa examples of loanwords for demarcation/ evaluative motivation
  • 4. Food and identity
  • 5. Language and identity
  • 6. Conclusion
  • References
  • Appendix
  • 6. Modality and evidentiality in Japanese and American English taster lunches
  • 1. Introduction
  • 2. Previous research
  • 3. Data
  • 4. Analysis
  • 4.1 Modal and evidential categories and quantitative results
  • 4.2 Analysis of the conversational interaction
  • 5. Conclusion
  • References
  • IV. Experiences and stories related to food
  • 7. Food experiences and categorization in Japanese talk-in-interaction
  • 1. Introduction
  • 2. Analysis
  • 3. Food, association, and categorization
  • 3.1 Previous studies
  • 3.2 Temporal concepts: Seasons
  • 3.3 Spatial concepts: A case of the region of a country
  • 3.4 Identity concepts: A case of nationality
  • 3.5 Concepts of events and personal experiences: The case of athletics day
  • 4. Categorization of food by knowing and unknowing participants
  • 4.1 Previous studies
  • 4.2 Comparing similarities and contrasting differences: -(p)poi '-ish' and categorization.
  • 4.3 Ad hoc category creation in the interaction: mitai 'like'
  • 5. Conclusion
  • References
  • 8. Repetition of words and phrases from the punch lines of Japanese stories about food
  • 1. Introduction
  • 2. Previous research on repetition in a storytelling
  • 2.1 Repetition as an evaluative device
  • 2.2 Repetition as a reference to a shared story
  • 3. Data and methodology
  • 4. Analysis
  • 4.1 Excerpt 1: Kayo's use of the word syooyu 'soy sauce' to evaluate her taste
  • 4.2 Excerpt 2: Using the phrases booru ip-pai 'a full bowl" and mi o motte 'with one's own body'
  • 4.3 Excerpt 3: Using the phrase omise no kimari 'rule of the restaurant' to preemptively evaluate
  • 5. Conclusion
  • References
  • V. Talk about food with and among children
  • 9. Family mealtimes, yuckiness and the socialization of disgust responses by preschool children
  • 1. Introduction
  • 2. Previous research on disgust and children's understanding, perception and use of disgust
  • 2.1 Psychological approaches to disgust
  • 2.2 Children's understanding of disgust
  • 2.3 Use of disgust labels
  • 2.4 Adults' and children's responses to facial expressions of disgust
  • 2.5 A note on methodology
  • 3. Observational and discursive analysis of actual family mealtimes
  • 3.1 Disgust markers used by preschool children ("yuck")
  • 3.2 Disgust markers used by adults ("Eugh") with preschool children
  • 3.3 Parents' response to disgust markers: Ignoring disgust
  • 3.4 Disgust or distaste?
  • 4. Conclusions
  • References
  • 10. Early experiences with food: Socializing affect and relationships in Japanese
  • 1. Introduction
  • 2. Background
  • 3. Overview of meal and snack time in household and preschool
  • 4. Three practices at meal and snack time
  • 4.1 Talking about food
  • 4.2 Finishing all of one's food
  • 4.3 Behaving properly at the table
  • 5. Conclusion
  • References.
  • 11. "I needa cut up my soup": Food talk, pretend play, and gender in an American preschool
  • 1. Introduction
  • 2. Previous research
  • 3. Methodology and participants
  • 4. Brief overview
  • 5. Gender differences in food talk and food related activity
  • 6. Examples of food-related talk: Girls
  • 6.1 Creating collectivity: Girls' repetition and choral ensemble
  • 7. Boys' food related talk: Food intermission and self-reports in a transformed room
  • 8. Conclusion
  • References
  • 12. The interactional use of milk, juice and water in an ethnically diverse kindergarten class
  • 1. Introduction
  • 2. Healthy food, discourse and socialization
  • 3. Methodology
  • 4. The school context
  • 5. Analysis
  • 5.1 Appropriate drinks for lunch
  • 5.2 Placemats as illustrations of healthy food
  • 5.3 The different values of milk
  • 6. Concluding discussion
  • References
  • Author index
  • Subject index
  • Food names and descriptor index
  • Commensality expressions.