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Exploring trilingual Chinese children’s language use

Curdt-Christiansen, X.-L. (2007) Exploring trilingual Chinese children’s language use. Sociolinguistic Studies, 1 (1). pp. 67-85. ISSN 1750-8649

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To link to this item DOI: 10.1558/sols.v1i1.67

Abstract/Summary

This article investigates the patterns of language use among a selected group of trilingual Chinese immigrant children. The study is located in a socio-cultural-linguistic context of a Chinese heritage language school in Montreal, Quebec. Drawing on data collected from classroom observations, I explore how children’s language choices are influenced by their socialization networks, friendship patterns and daily social interactions. The analysis of data is guided by sociocultural theory and the theory of language socialization. The findings indicate that socialization and political institutional contexts can have powerful influences on children’s social and educational development, including language development, identity formation, and mother tongue maintenance and loss.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:40483
Publisher:Equinox

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