Third culture kids in the outer circle: The development of sociolinguistic knowledge among local and expatriate children in Singapore

Children acquiring sociolinguistic knowledge in transnational migration settings must learn to evaluate multiple languages and dialects in a fluid, multifaceted social landscape. This study examines the sociolinguistic development of local and expatriate children in Singapore and investigates the ex...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Language in society 2017-09, Vol.46 (4), p.507-546
Hauptverfasser: Starr, Rebecca Lurie, Theng, Andre Joseph, Wong, Kevin Martens, Tong, Natalie Jing Yi, Ibrahim, Nurul Afiqah Bte, Chua, Alicia Mei Yin, Yong, Clarice Hui Min, Loke, Frances Wei, Dominic, Helen, Fernandez, Keith Jayden, Peh, Matthew Tian Jing
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Children acquiring sociolinguistic knowledge in transnational migration settings must learn to evaluate multiple languages and dialects in a fluid, multifaceted social landscape. This study examines the sociolinguistic development of local and expatriate children in Singapore and investigates the extent to which they share sociolinguistic knowledge and norms. One hundred fourteen children ages five to nineteen completed a region identification task and an occupation judgment task, focusing on their perception of four regional English varieties: Australian English, Northern-China-accented English, Filipino English, and Singapore English. While all groups performed well on the region identification task, expatriate children outperformed locals within the youngest age group. Singaporean and expatriate children attending local schools showed greater familiarity with local norms than international school students in their occupation ratings. Participants mapped speakers to occupations by general prestige level, suggesting that children rely on indirect knowledge of social status rather than direct experience with speakers in their development of sociolinguistic evaluation. (Children's sociolinguistic development, transnational migration, language attitudes)*
ISSN:0047-4045
1469-8013
DOI:10.1017/S0047404517000380