Language and Food : Verbal and Nonverbal Experiences / edited by Polly E. Szatrowski, University of Minnesota.

Includes bibliographical references and indexes.

Online resource; title from digital title page (ebrary platform, viewed October 23, 2014).

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.

Japanese romanization (Szatrowski, 2004a, p. viii, 2010b, pp. 16-17)English translation; 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; 4.3 Summons to "the table"; 4.2 Greeting / Welcome; 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. Background3. 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 Wolof2.2 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.

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-analyses of three situations where the health value of milk, water, and juice is topicalized. Health is a moral concept which is culturally embedded but linguistically constructed and negotiated. I discuss how learning outcomes in health educational activities depend on individuals' understandings prior to in.

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