DOCTORAL DISSERTATION RESEARCH: Language Socialization in a Fulbe Community (Maroua, Cameroon)

与非洲和世界其他地区的许多儿童一样，马鲁阿的富尔比族儿童在日常生活中学习使用一种以上的语言。他们的语言曲目包括富尔富尔语、法语、阿拉伯语和各种简化的富尔富尔语。因此，当孩子们忙于巩固、重组和扩展他们的第一语言技能时，富尔贝儿童遇到了三个新的代码，他们必须根据他们的家庭、学校和同龄人群体的语言和文化规则来学习使用这些代码。本项目将透过语言社会化研究，探讨多元语码下的交际能力发展。在九个月或一学年的过程中，将观察和记录六名儿童（三女三男）在家庭、社区、公立学校和古兰经学校环境中与更有知识的人一起学习参与日常语言活动。数据收集将侧重于三种类型的语言例程：提示、问答交流和叙述。这些录音的注释文本将由参与者观察和对家庭成员、教师和教育官员的采访补充。这项纵向的民族志研究的目的是为了更好地了解在语言异质环境中长大的儿童如何以文化上适当的方式学习使用多种语言和各种语言。更具体地说，本研究将记录儿童日常接触的语言变化，社区中使用的语言和语言品种的当地语言意识形态，以及这些儿童在家庭和学校中的语言社会化实践。本课程将比较家庭和学校的语言社会化实践，并探讨其对儿童富尔富尔语、法语和阿拉伯语交际能力发展的影响。

Like many children in Africa and the rest of the world, Fulbe children in Maroua learn to use more than one language in their daily lives. Their linguistic repertoire comes to include Fulfulde, French, Arabic, and a simplified variety of Fulfulde. Thus, at an age when children are busy consolidating, re-organizing, and expanding their first language skills, Fulbe children encounter three new codes that they must also learn to use according to the linguistic and cultural rules of their families, schools, and peer groups. This project will investigate the development of communicative competence in multiple codes through a language socialization study. Over the course of nine months, or one school year, six children (three girls and three boys) will be observed and recorded as they learn to participate in routine language activities with more knowledgeable persons in home, neighborhood, public school, and koranic school settings. Data collection will be focused on three types of language routines: prompting, question-answer exchanges, and narrative. Annotated transcripts of these recordings will be complemented by participant observation and interviews with family members, teachers, and education officials. The goal of this longitudinal, ethnographic study is to obtain greater understanding of how children growing up in a linguistically heterogeneous setting learn to use multiple languages and varieties thereof in culturally appropriate ways. More specifically, this study will document linguistic variation to which the children are routinely exposed, local language ideologies about languages and language varieties used in the community, and language socialization practices in the homes and schools of these children. Home and school language socialization practices will be compared and their impact on the children's development of communicative competence in Fulfulde, French, and Arabic will be examined.