Publication
Title
Multiple languages, multiple identities? Children's language characteristics and their ethnic and national identification
Author
Abstract
An increasing number of ethnolinguistic minority children in European cities grow up multilingual, being proficient in more than one language. Current public and political debates often insinuate that these children's language behaviour is a reflection of their identification with and integration in society. Though some empirical studies have corroborated this idea, others have contested it, suggesting that a more detailed analysis of the identity-language link is advisable. This quantitative study investigates if and how language practices, language exposure and language proficiencies differentially shape identification with the majority group and the ethnolinguistic minority group among a sample of primary school children (N = 528; ages 10-12) living in Antwerp, Belgium. Our results suggest that identification with these two groups involves separate processes and as such, this study helps to nuance the polarised public and political debate in Belgium about the role of language as an indicator of integration. In addition, the findings suggest that the essentializing of language within formal institutions such as schools, may contribute to the large share of children reporting that they strongly identify with the ethnolinguistic minority group as compared to the number of children strongly identifying with Belgium.
Language
English
Source (journal)
Language culture and curriculum / Linguistic Society of America. - Houston, Tex.
Publication
Abingdon : 2020
ISSN
0790-8318
DOI
10.1080/07908318.2019.1692860
Volume/pages
33 :4 (2020) , p. 368-383
ISI
000496583900001
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Publication type
Subject
External links
Web of Science
Record
Identifier
Creation 10.10.2023
Last edited 11.10.2023
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