Cross Cultural Children Cross-Culture Children

Cross-Culture Children
Cross-Culture Kids are more typically defined as: “A person who has spent a significant part of his or her developmental years outside the parents’ culture . . .. [He/she] builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture may be assimilated into [his/her] life experience, the sense of belonging is in relationship to others of similar background” (Moore & Barker, 2011, p. 553). In knowing this, it can be said that childhood experiences are important for consolidating identity development and culture membership. Childhood is thus and accordingly the time when a young person may grow to understand the world around them and learn important social rules and behaviors that are appropriate for survival in their cultural environment. When there is differing information about one’s cultural membership, one might then experience difficulty attaining a solid cultural, ethnic, or racial identity (Hoersting & Jenkins, 2010). This is important when it comes to language socialization within the peer culture.
In Maybin’s (2013) ethnographic experience, she was able to develop a richer account of the indexical relationships expressed in children’s talk, that is, the ways in which their language use points to particular features of the sociocultural context. For example, one boy’s use of the term ‘mate’ to another may represent a bid for social solidarity. She decided to give pupils of age 10 to 11 a tape recorder carried in their belt patch with the microphone attached to their shirt. In analyzing the children’s spoken language interactions, she was able to ethnographically analyze patterns within communication in children. In what she calls ‘indexical...

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