Coloured language: identity perception of children in bilingual programmes
Coloured language: identity perception of children in bilingual programmes
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有色语言：双语项目中儿童的身份认知
DOI：
10.1080/09658416.2011.639888
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发表时间：
2012
影响因子：
2
通讯作者：
B. Martin
中科院分区：
文献类型：
--
作者：
B. Martin
涉及双语教育方案的研究主要集中在认知和学术成果上，很少有研究调查参与这些方案对参与者意味着什么。本文从动态系统理论的视角分析了儿童在双语教学中如何通过语言意识体验语言和个人身份，并探讨了强制双语对这些认知的影响。来自双语学校的76名儿童参加了这项研究。参与者根据他们认为决定他们身份的语言给“语言剪影”上色，四年级参与者的问卷调查试图分析与参与者语言和语言使用相关的感受。研究了剪影中重复出现的图案的频率，并根据年级、所讲语言的数量和语言类型进行了进一步评估。结果支持的假设，双语/多语参与者的语言支持的反应将不同的语言不支持的学校的反应。一个意想不到的差异也观察到多语和双语的语言特性的看法。这些发现对双语和多语教育项目中儿童的语言意识具有重要意义。
Research involving bilingual education programmes has largely focused on cognitive and academic outcomes, with a paucity of studies investigating what involvement in these programmes means to the participants. Viewing identity using the dynamic systems theory perspective, this paper reports on a study analysing how children experience their linguistic and personal identities through their language awareness within bilingual programmes and explores the influence enforced bilingualism has on these perceptions. Seventy-six children from dual-language bilingual schools participated in the study. A ‘language silhouette’ was coloured by participants according to the languages they felt determined their identity and a questionnaire for fourth-grade participants sought to analyse feelings associated with participants’ languages and language use. Recurring patterns in the silhouettes were studied for frequency and further evaluated according to grade level, number of languages spoken, and type of language. Results support the hypothesis that responses from bilingual/multilingual participants whose languages are supported will differ from responses of those whose languages are unsupported in the schools. An unexpected difference was also observed between multilingual and bilingual perceptions of linguistic identity. The findings have important implications for language awareness for children in bilingual and multilingual education programmes.