ABSTRACT
With the growing number of learners of Chinese worldwide (Mandarin, Cantonese, or other varieties) ̶ in Greater China, in the expanding diaspora, and in traditional foreign-language contexts, such as North American schools and universities ̶ research on the teaching, learning and use of Chinese has expanded rapidly. Language socialization represents one such fertile area of study. This chapter describes recent work at the intersection of language socialization and second language acquisition with particular reference to Chinese. We provide a historical review of relevant language socialization research and then differentiate socialization and acquisition. Studies are then presented on socialization into a variety of Chinese linguistic and pragmatic routines and grammatical structures, such as affective sentence-final particles and other stance markers, and the social, cultural, and affective meanings and values associated with them. Finally, we suggest future directions for research in Chinese second language socialization.
