新加坡唐人街商店招牌的身份建构——新加坡华人和新移民的语言选择研究

IF 1.2 1区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hui Zhang, M. Seilhamer, Y. L. Cheung
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引用次数: 1

摘要

中国城作为海外华人聚居区,近年来引起了语言学研究人员的广泛关注。这些调查倾向于将几代与社区联系在一起的老移民视为LL的主要文本生产者,而很少关注唐人街的新中国移民的LL实践,他们通常与跨国主义和中国的崛起联系在一起。本研究以新加坡唐人街为研究对象,探讨新加坡华人和新移民对唐人街中华文标志的语言选择。根据在实地考察中收集的326个标志实例,研究发现新加坡华人和新移民在表达各自的真实性和身份时,会做出不同的语言选择。这些发现表明,先前提出的华裔新加坡人的真实性受到新华裔移民威胁的论点确实有语言学基础,这说明需要从LL的角度来研究唐人街的异质性。本研究丰富了对东方华人散居地LL实践的学术理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Identity construction on shop signs in Singapore’s Chinatown: a study of linguistic choices by Chinese Singaporeans and New Chinese immigrants
ABSTRACT Chinatowns, as neighborhoods for overseas ethnic Chinese, have garnered considerable scholarly attention from linguistic landscape (LL) researchers in recent years. These investigations tend to treat old immigrants who have been tied to the neighborhoods for generations as the key text producers of LL, with far too little attention paid to the LL practices of new Chinese immigrants in Chinatowns, who are often associated with transnationalism and the rise of China. Focusing on Singapore’s Chinatown, the present study attempts to explore Chinese Singaporean and new Chinese immigrants’ linguistic choices concerning the Chinese-language signs displayed in the LL. Drawing on 326 instances of signs collected during site visits, the study found that Chinese Singaporeans and new Chinese immigrants make different linguistic choices when projecting their respective authenticities and identities. These findings suggest that there is indeed a linguistic basis for previously expressed arguments that Chinese Singaporean authenticity is threatened by new Chinese immigrants, shedding light on the need to examine the heterogeneity of Chinatown from the perspective of LL. This study enriches the scholarly understanding of LL practices within Chinese diasporic settlements in the East.
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来源期刊
CiteScore
4.10
自引率
4.80%
发文量
19
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.
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