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Autor/inHlavac, Jim
TitelMultilinguals and Their Sociolinguistic Profiles: Observations on Language Use Amongst Three Vintages of Migrants in Melbourne
QuelleIn: International Journal of Multilingualism, 10 (2013) 4, S.411-440 (30 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1479-0718
DOI10.1080/14790718.2013.832123
SchlagwörterMultilingualism; Social Networks; Foreign Countries; Comparative Analysis; Profiles; English (Second Language); Second Language Learning; Language Usage; Native Language; Neighborhoods; Self Concept; Work Environment; Immigrants; Sociolinguistics; Language Maintenance; Case Studies; Friendship; Leisure Time; Ethnography; Interviews; Observation; Australia
AbstractThis paper presents profiles of eight multilinguals and examines the circumstances that determine their continued use, in addition to English, of at least two of their "home" languages. I attempt to identify in which domains this occurs, whether there are established patterns of domain-specific language use and whether these patterns are maintained or altered to encompass informants' continued multilingualism. Further, the three vintages of informants offer cross-generational comparison. Findings reveal that informants have been able to establish social networks similar to those that they have been part of before arrival in Australia. This has been instrumental for them to remain multilingual. These social networks are primarily family- and friend-based, together with the neighbourhood and workplace domains. There are few cross-vintage differences in the importance and function of these networks to informants. Further, informants' self-descriptions of a mono-, bi- or multicultural identity may change after arrival in Melbourne. However, these self-descriptions need not have synonymous effects on linguistic behaviour and language choice. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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