Elinor Ochs

PROFESSOR

Ph.D. Pennsylvania 1974

(Director, Center for Language, Interaction and Culture (CLIC))

Personal Homepage

Class Websites

Office: 318A Haines Hall
Phone: 310-825-0984
Fax: 310-206-7833
E-mail: eochs@anthro.ucla.edu

Mailing Address:

Subfield

Linguistic Anthropology

Research Interests

Discourse structures, grammar in context, language and affect, spoken and written language. Language acquisition and language socialization (development/transmission of sociocultural knowledge through language, socialization of cognitive skills through language). Cross-cultural communication. Madagascar, Samoa, U.S., Italy.

Selected Publications

1988 Culture And Language Development: Language Acquisition And Language Socialization In A Samoan Village. Cambridge: Cambridge University Press.

1992 Indexing gender. In Rethinking Context: Language As an Interactive Phenomenon. A. Duranti and M. Goodwin (Eds.). Cambridge: Cambridge University Press. Pp. 335-358.

1995 with L. Capps. Constructing panic: the discourse of agoraphobia. Cambridge:
Harvard University Press.

1997 with S. Jacoby. Down to the wire: The cultural Clock of Physicists and the Discourse of Consensus. Language in Society. 26(4):479-506.

2000 with L. Capps. Living narrative. Cambridge: Harvard University Press.

Grants

The Ethnography of Autism Project.


Housed in the UCLA department of Anthropology and directed the Primary Investigator, Dr. Elinor Ochs, The UCLA’s Ethnography of Autism Project is supported by the Spencer Foundation for Educational and Related Research.

The project provides an ethnographic account of the everyday lives
of high-functioning children with autistic spectrum disorders (Autistic Disorder and Asperger Syndrome). Analytic foci include autistic children’s narrative interactions with family members and peers, inclusion in public school classrooms as a social practice, autistic children in multi-lingual families, and autism and the social world. Our current project examines socialization of children with autism spectrum disorders into the social rules of school and family, focusing on social rule violations. The study documents autistic children’s sense of rule awareness, which is foundational to belonging to a social group.

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