Language choice of Vietnamese ethnic minority students in family and community interactions: implications for minority language maintenance

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Multilingual Research Journal Pub Date : 2021-02-25 DOI:10.1080/19313152.2021.1889113

T. Nguyen, M. Hamid

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引用次数: 3

Abstract

ABSTRACT This article examines Vietnamese ethnic minority students’ experiences of language choice in communication with people of different ages and in different relations to them in their family and ethnolinguistic community. Concepts of power, solidarity and marked and unmarked choices are adapted to examine the students’ strategies of language choice. Interviews with a group of students are used as the main data source. Findings suggest that the mainstream language was set up as the generational solidarity code among young members while the L1 was considered the power code associated with older members of the family and community. These emerging patterns of language choice may result in disruption of everyday in-group language practices among different generations and perpetuate language shift. It is suggested that explicit L1-promotion policies in the community and minority language support in public domains may encourage young people to engage in language management efforts and empower minority languages in the polity.

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越南少数民族学生在家庭和社区互动中的语言选择：对少数民族语言维护的启示

摘要本文考察了越南少数民族学生在与不同年龄段的人交流时的语言选择经历，以及与他们在家庭和民族语言社区中的不同关系。运用权力、团结、有标记和无标记的选择等概念来考察学生的语言选择策略。对一群学生的访谈被用作主要数据来源。研究结果表明，主流语言被设定为年轻成员之间的代际团结准则，而L1被认为是与家庭和社区中年长成员相关的权力准则。这些新兴的语言选择模式可能会破坏不同世代的日常群体语言实践，并使语言转变永久化。有人建议，社区中明确的母语促进政策和公共领域中的少数民族语言支持可能会鼓励年轻人参与语言管理工作，并在政治中赋予少数民族语言权力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.