How multilingual are Singaporeans really? A study of linguistic repertoires in Singapore's Institute of Technical Education.

该项目是Siemund等人（已提交）先前开展的一个项目的后续研究，该项目从300名新加坡大学和理工学院学生那里收集了语言和社会学信息。这项研究是第一个采用社会语言学方法的大规模调查：语言学文献中对新加坡的大多数描述都涉及结构特征，而相对较少的是试图阐明这个城市国家中多种语言之间的相互作用。此外，该研究还包括一个检查的扬声器的态度，对品种在新加坡，以及对各种政府的语言政策到位。本项目旨在提高本研究的有效性，扩大了大学和理工学院的学生，包括学生的技术教育学院（ITE）的线人基地。通过这样做，有人认为，一个更具代表性的人口截面将被动员，以进一步告知我们的语言动态的理解在城邦。大多数（84%）新加坡中学生继续接受某种形式的中学后教育：Leimgruber（2013：21-22）报告说，26%的学生选择初级学院（大学预科），35%的学生选择理工学院，23%的学生选择技术教育学院的职业培训。当然，这种选择取决于在中学毕业考试，即O级考试中的成绩。采取将教育程度等同于社会经济地位的既定方法论路线（参见Pakir 1991; Chew 1995），二进制补码（大学-理工学院）设置Siemund等人的研究与第三个（职业训练）这一部分将对新加坡的社会语言学景观产生更全面的了解。预计信息技术教育学院学生之间的具体差异包括更广泛的语言这是一个多语种的档案，以及一个更平衡的民族样本，从而导致更多的马来语和印度语。虽然对语言和政策的一般态度预计与大学和理工学院学生的态度不会有很大的不同，但预计非官方语言在教育技术学院的样本中具有更大的活力。

This project is a follow-up study of a previous project carried out by Siemund et al (submitted), which gathered linguistic and sociological information from 300 Singaporean university and polytechnic students. The study was the first larger-scale survey to take a sociolinguistic approach: most descriptions of Singapore in the linguistics literature are concerned with structural features, whereas comparatively few seek to shed light on the interaction between the many languages in the city-state. In addition, the study included an examination of speaker attitudes towards the varieties spoken in Singapore, as well as towards the various government language policies in place.The present project seeks to enhance the validity of this study by extending the informant base beyond university and polytechnic students, to include students of the Institute of Technical Education (ITE). By doing so, it is argued that a more representative cross-section of the population would be mobilized to further inform our understanding of the language dynamics in the city-state. Most (84%) Singaporean secondary school students carry on with some sort of post-secondary education: Leimgruber (2013: 21-22) reports that 26% choose a junior college (pre-university), 35% go to a polytechnic, and 23% opt for vocational training at the Institute of Technical Education. This choice is, of course, subject to performance in the secondary school leaving examinations, the O Level examination. Taking the rather established methodological route of equating educational attainment with socioeconomic status (see e.g. Pakir 1991; Chew 1995), complementing the binary (university-polytechnic) setup of Siemund et al's study with a third (vocational training) component will produce a more comprehensive picture of the sociolinguistic landscape of Singapore.Specific differences expected among ITE students include a larger array of language profiles, with a more multilingual repertoire, as well as a more balanced ethnic sample, resulting in turn in more Malay and Indian languages. While general attitudes towards languages and policies are not expected to differ greatly from those gathered among university and polytechnic students, it is expected that non-official languages enjoy greater vitality in the ITE sample.