Language, migration and identity at school: a sociolinguistic study with Polish adolescents in Glasgow
Language, migration and identity at school: a sociolinguistic study with Polish adolescents in Glasgow
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学校的语言、移民和身份：格拉斯哥波兰青少年的社会语言学研究
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发表时间：
2018
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通讯作者：
Sadie Durkacz Ryan
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作者：
Sadie Durkacz Ryan
当青年移民进入一个新的社区时，他们是否能够获得社区的社会语言规范？在这篇论文中，我研究了14名出生在波兰，现在就读于格拉斯哥伦敦东区一所高中的青少年的讲话。我在这所高中呆了两年，进行人种学分析，收集演讲录音。这些年轻移民的语言行为与出生在格拉斯哥的七名同学的语言行为进行了比较。集中在几个社会语言学变量从不同层次的语法，我用定量分析来询问是否波兰扬声器匹配当地的使用模式所示的波兰语的同龄人。我使用定量和定性分析来探索为什么有些人比其他人更大程度地匹配这些模式。
结果表明，作为一个群体，波兰语使用者的使用率接近于波兰语使用者。他们已经成功地复制了变异中的一些原生约束，尽管不是全部。他们还创新了一些使用限制，这些限制对讲英语的人来说并不重要。我认为，这些创新在某些情况下代表了一种矫枉过正的类型，而在其他情况下则代表了词汇扩散效应。
我发现学习者个体并不是都以同样的程度或同样的方式获得社会语言学变异。观察到的个体差异并不能用个人在格拉斯哥度过的时间长短来解释。也不能用一个人到达格拉斯哥的年龄或一个人的性别来解释。相反，我认为，友谊网络可能发挥作用，在收购更多的高度约束，“柜台下”的变量，和个人发言人机构和身份可能发挥作用，在收购的变量，这是较高的发言人意识。
When young migrants enter a new community, are they able to acquire the community’s sociolinguistic norms? In this thesis, I examine the speech of 14 adolescents who were born in Poland, and who now attend a high school in the East End of Glasgow. I spend two years in this high school, conducting ethnographic analysis and collecting speech recordings. The linguistic behaviour of these young migrants is compared to that of a matched group of seven of their classmates who were born in Glasgow. Focusing on several sociolinguistic variables from different levels of the grammar, I use quantitative analysis to ask whether the Polish speakers are matching the local patterns of use shown by their Glaswegian peers. I use quantitative and qualitative analysis to explore why some individuals are matching these patterns to a greater extent than others.
The results show that as a group, the Polish speakers come close to matching the rates of use shown by the Glaswegian speakers. They have successfully replicated some of the native constraints on the variation, although not all. They have also innovated some constraints on use which are not significant for the Glaswegian speakers. I suggest that these innovations represent a type of hypercorrection in some cases, and a lexical diffusion effect in others.
I find that the individual learners are not all acquiring sociolinguistic variation to the same extent or in the same way. The individual differences observed are not explained by the length of time an individual has spent in Glasgow. Neither are they explained by the age at which an individual arrived in Glasgow, or by an individual’s gender. Instead, I suggest that friendship networks may play a role in the acquisition of more highly-constrained, ‘under-the-counter’ variables, and individual speaker agency and identity may play a role in the acquisition of the variables which are higher in speaker awareness.