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This paper aims to: provide theoretical analysis and empirical study on the relationship between organizational socialization and organizational citizenship behavior (OCB); analyze the mediating role of organizational identification in their relationship; and draw from both of these to suggest practical implications to organizations aiming to effectively socialize employees, and for employees themselves.

First, the paper reviews the literature regarding organizational socialization, OCB and organizational identification. Second, it develops a theoretical model linking organizational socialization, organizational identification and OCB, and then proposes a series of research hypotheses. Third, drawing on samples of seven high‐tech manufacturing enterprises in China, it tests hypotheses based on a series of measurement and statistical analysis.

Organizational history, language, values and goals socialization are positively related to OCB and organizational identification. Further, organizational identification fully mediates the relationship between language, values and goals socialization and OCB, and partially mediates the relationship between history socialization and OCB.

The cross‐sectional design prevented the making of causal statements. Data are from employees' self‐report, giving rise to concern about possible common source bias.

The paper explores the relationships between organizational socialization and OCB, and proposes and tests the mediating role of organizational identification.

The purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an international graduate student coming from Turkey. To that end, the author incorporates second language and academic discourse socialization theories with the concept of “desire” in TESOL.

In this autoethnographic paper, the author discusses his academic discourse socialization as an international graduate student in the form of an evocative autoethnography of socialization. The author uses data gathered through his personal memory in the form of self-reflections. Using Chang’s “chronicling the past strategy” (2008, p. 72), the author prepared a data chart, which included information regarding the data source, its mode, time, venue and stories gleaned. The author used this data chart as a self-generated document to guide him through the selection process of his personal memories in an organized way while writing mystory.

The findings show that his academic discourse socialization was mainly influenced by the attitudes of local US citizens’ and existing members of international communities in both on- and off-campus settings. Over time, his academic discourse socialization turned out to be a complex process where the author oftentimes found himself struggling to find an entry point in extracurricular conversations and interactions.

The author recommends further research to focus on the inner worlds of both old(er) timers and newcomers to understand the challenges, emotions and nuances that are at play in both L2 socialization and academic discourse socialization of international students.

In this autoethnographic study, the author offers a unique example of an international PhD student’s transnational socialization experiences. Future international students, higher education administrators, faculty members and local graduate students may learn from his autoethnography and approach their future academic relationships in a more informed way.

Purpose – This chapter presents an analysis of a researcher-led follow-up activity during an early childhood reading lesson that was aligned with a gradual release of responsibility (GRR) model. Particularly, the authors seek to understand how students used their language(s) in this lesson, how they described particular linguistic decisions, and how language could be further conceptualized in such events.

Design/Methodology/Approach – The authors develop a telling case (Mitchell, 1984) from the guided instruction portion of a lesson to make salient theoretical connections between metacognitive strategies taught in early literacy and metalinguistic knowledge theorized from the field of linguistic anthropology. The lesson was video recorded for interactional analysis. The video recording was also used to stimulate recall and allow students to reflect on their own language use.

Findings –Through the telling case, the authors use language socialization as a lens to understand the way students represent story retell with physical objects. Though some students do not use the school-based conventionalized form of retelling, they do engage in retelling by using a variety of other forms. The authors highlight through the case that the metacognitive strategy of story retell is distinct from the abstract linear, left-to-right representation of sequencing of events.

Research Limitations/Implications – This study suggests that further attention is needed to theorize the relationship between reading strategies and forms of representation in multilingual preschool contexts. In particular, the very notions of literacy and language need to be nuanced through conversations among multiple disciplines.

Practical Implications – Practitioners are encouraged to attend to the differences between metacognitive strategies that are useful for reading comprehension and the expected styles of representation. Teachers can consider leveraging the communicative repertoires of emergent bilingual students as they accomplish early literacy activities, thereby, potentially offering further scaffolds for learning reading strategies.

Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.

The purpose of this chapter is to examine everyday multilingual peer play interactions through their implications for the development of friendships among immigrant children.

Bringing together linguistic anthropology and conversation analysis as methodological approaches, this chapter explores friendship processes among Moroccan immigrant girls in Spain, specifically by analyzing the structure and composition of one such peer group, as well as their multilingual and multimodal interactions.

The main findings are that the multi-age, mixed-expertise composition of this peer group, as well as the semiotically flexible forms of participation and interaction that it encourages, are conducive to remarkably inclusive groups and strong friendships among a diverse group of Moroccan immigrant girls (including, younger and older girls, girls with disabilities and girls with very different immigration histories). Solid inclusive friendships are cemented in this peer interactional environment first because being able to interchangeably negotiate expert/novice participation roles in game interactions affirms feelings of social competence among all the girls, and second because achieving shared understandings in play entails successfully negotiating rules and expectations, which promotes trust and collaboration, while minimizing conflict. The inclusive nature of these girls’ peer-groups contrasts with the exclusion they encounter in other social settings and relationships.

In this sense, this chapter has important implications for understanding immigrant children’s abilities to respond to forms of social exclusion by forming diverse peer groups and strong friendships of their own. These friendships offer them a path to combat the marginalization they experience in other domains of social life.

In this paper I explore the notion of reflexivity in two main domains. In the first, I explore my struggles as a trained objective, positivist researcher trying to embrace and appreciate subjective qualitative research practices. In the second section, I explore the dynamic relationship between myself, the researcher and my participants, focusing on issues related to ethnicity and power. Generally, research that explores ethnicity and power relationships commonly depicts the researcher as the privileged self compared with the participants as the marginalised other. However, in this paper I illustrate how this relationship in a multiethnic, multicultural and multilingual research context is much more complex and multifaceted than usually acknowledged. Moreover, this was further complicated by the researcher’s own experience in relation to the issue under investigation, which was different from that of the participants.

Sabar holds the Joanne and Haime Constantiner Chair for Jewish Education at Tel Aviv University. Her fields of specialization are Jewish education, curriculum development and qualitative research methods and in particular its ethical aspects. Prof. Sabar is the recipient of the “Tel Aviv award” for research in Education for the year 2005.

This study aims to examine the organizational socialization of women soldiers in the Italian Army.

Following an interactionist interpretation of socialization, a model was tested to determine the influence of organizational socialization tactics, proactive behaviours, supervisor support on organizational identification, and cohesion of teamwork. This study used a comparative research design. The sample consisted of 324 soldiers, 43 per cent of whom are men and 57 per cent per cent are women.

Structural equation models showed the influences exerted by general socialization and by the acquisition of organizational values/goals on the outcomes of socialization. Multisample analysis showed gender differences. Compared to men, women seemed to set greater value on tutoring by expert colleagues. Women also seemed to value the support provided by their superiors for learning the organizational values and goals on which the degree of identification with the military structure depends.

These findings could add new information concerning the organizational socialization strategies (e.g. newcomers' training, tutoring/shadowing programmes) giving some guidelines for the insertion of woman newcomers in a non‐traditional organization.

In a systemic perspective the present study explored the process of organizational socialization using the content of organizational learning. The research highlighted the gender difference regarding the socialization process in a male‐dominated organization.

This paper aims to outline the misguided underpinnings of the “word gap” concept promoted by Hart and Risley (1995). This concept posits that a “30 million word gap” between children of poverty and those from affluent households accounts for widespread academic disparities. Based on this premise, there has been a recent surge in educational programs that are based on a deficit view toward the language patterns of families from economically impoverished backgrounds.

This paper is a discussion piece to debunk the “word gap” concept.

Describing the language patterns of families in poverty as inferior is linguistically false and culturally insensitive. The aim of this paper is to explain why this is and suggest alternative approaches for supporting students who live in poverty.

This paper is an original look at the so-called “language gap” and suggests strategies for helping students who might otherwise struggle to reach their potential.