{"title":"多元化、多语言环境中的社会语言发展:来自印度古吉拉特邦多语种儿童的证据","authors":"Ruthe Foushee , Sophie Regan , Roya Baharloo , Mahesh Srinivasan","doi":"10.1016/j.cogdev.2024.101504","DOIUrl":null,"url":null,"abstract":"<div><div>In today’s pluralistic societies, children regularly acquire multiple languages and are exposed to an even larger set of languages spoken by others in their environment. Yet despite the prevalence of multilingualism globally, most research on sociolinguistic development has focused on monolingual children in environments with relatively little linguistic diversity, and as such has left questions of what children take different languages to socially signify largely unaddressed. The present study aimed to fill this gap by tracing the development of social inferences about different languages among 129 multilingual 7- to 13-year-olds in Gujarat, India. Contrary to the prediction that children in multilingual contexts should be unlikely to make stereotyping inferences about a person speaking a language (e.g., because they might expect the person to know additional languages), children in our sample selectively linked the different languages and language varieties that we probed (Gujarati, Marathi, Hindi, Urdu, Tamil, American English, Indian English, and Mandarin Chinese) with different social dimensions—including facial appearance, geographic origin, religion, and wealth. Children’s responses generally reflected associations grounded in real-world regularities, but also reflected some associations that do not have a real-world basis (e.g., judging that Indian English speakers tend to be white, Christian, and originate from outside of India). Older children were also more likely to predict different languages to be differentially learnable by individuals of specific ethnicities, exhibiting a kind of essentialist belief. We discuss our findings in light of the sociolinguistic study of <em>personae</em>.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India\",\"authors\":\"Ruthe Foushee , Sophie Regan , Roya Baharloo , Mahesh Srinivasan\",\"doi\":\"10.1016/j.cogdev.2024.101504\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>In today’s pluralistic societies, children regularly acquire multiple languages and are exposed to an even larger set of languages spoken by others in their environment. Yet despite the prevalence of multilingualism globally, most research on sociolinguistic development has focused on monolingual children in environments with relatively little linguistic diversity, and as such has left questions of what children take different languages to socially signify largely unaddressed. The present study aimed to fill this gap by tracing the development of social inferences about different languages among 129 multilingual 7- to 13-year-olds in Gujarat, India. Contrary to the prediction that children in multilingual contexts should be unlikely to make stereotyping inferences about a person speaking a language (e.g., because they might expect the person to know additional languages), children in our sample selectively linked the different languages and language varieties that we probed (Gujarati, Marathi, Hindi, Urdu, Tamil, American English, Indian English, and Mandarin Chinese) with different social dimensions—including facial appearance, geographic origin, religion, and wealth. Children’s responses generally reflected associations grounded in real-world regularities, but also reflected some associations that do not have a real-world basis (e.g., judging that Indian English speakers tend to be white, Christian, and originate from outside of India). Older children were also more likely to predict different languages to be differentially learnable by individuals of specific ethnicities, exhibiting a kind of essentialist belief. We discuss our findings in light of the sociolinguistic study of <em>personae</em>.</div></div>\",\"PeriodicalId\":51422,\"journal\":{\"name\":\"Cognitive Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognitive Development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0885201424000893\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201424000893","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India
In today’s pluralistic societies, children regularly acquire multiple languages and are exposed to an even larger set of languages spoken by others in their environment. Yet despite the prevalence of multilingualism globally, most research on sociolinguistic development has focused on monolingual children in environments with relatively little linguistic diversity, and as such has left questions of what children take different languages to socially signify largely unaddressed. The present study aimed to fill this gap by tracing the development of social inferences about different languages among 129 multilingual 7- to 13-year-olds in Gujarat, India. Contrary to the prediction that children in multilingual contexts should be unlikely to make stereotyping inferences about a person speaking a language (e.g., because they might expect the person to know additional languages), children in our sample selectively linked the different languages and language varieties that we probed (Gujarati, Marathi, Hindi, Urdu, Tamil, American English, Indian English, and Mandarin Chinese) with different social dimensions—including facial appearance, geographic origin, religion, and wealth. Children’s responses generally reflected associations grounded in real-world regularities, but also reflected some associations that do not have a real-world basis (e.g., judging that Indian English speakers tend to be white, Christian, and originate from outside of India). Older children were also more likely to predict different languages to be differentially learnable by individuals of specific ethnicities, exhibiting a kind of essentialist belief. We discuss our findings in light of the sociolinguistic study of personae.
期刊介绍:
Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.