This study examined 12th-grade students’ portrayals of their use of different types of languaging actions through ethnographic writing about their participation in sports teams or peer groups and explicit prompted reflections about their languaging actions portrayed in their writing. Analysis of different types of languaging actions indicated that students were most likely to portray and reflect on actions related to building supportive relations with others. They also identified actions involving enacting roles/identities, using “insider language,” expression of beliefs/values and emotions/feelings, coping with conflicts, use of humor/joking, assuming leadership roles, and interacting with adults/coaches. These results suggest the value of students using writing to portray and reflect on the use of languaging actions to enact relations with others, reflection that serves to foster growth in their languaging over time. There is also a need for further research on students’ use of writing to portray different types of supportive relations through languaging.

中文翻译：

---

语言如何重要：使用民族志写作来描绘和反思语言行为

本研究调查了 12 年级学生对他们使用不同类型语言行为的描述，通过关于他们参与运动队或同龄人团体的民族志写作，并明确提示他们对写作中描述的语言行为的反思。对不同类型语言行为的分析表明，学生最有可能描绘和反思与与他人建立支持关系相关的行为。他们还确定了涉及扮演角色/身份、使用“内部语言”、表达信仰/价值观和情绪/感觉、应对冲突、使用幽默/开玩笑、担任领导角色以及与成人/教练互动的行为。这些结果表明学生使用写作来描绘和反思使用语言行为来建立与他人的关系的价值，反思有助于促进他们的语言随着时间的推移而成长。还需要进一步研究学生使用写作通过语言来描绘不同类型的支持关系。