- Bài trích
- Nhan đề: Language proficiency and socio-cultural orientation of Turkish and Moroccan youngsters in the Netherlands /
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Tác giả CN
| Extra, Guus. | |
Nhan đề
| Language proficiency and socio-cultural orientation of Turkish and Moroccan youngsters in the Netherlands / Guus Extra and Kutlay Yagmur | |
Thông tin xuất bản
| 2010 | |
Mô tả vật lý
| p.117 - 132 | |
Tóm tắt
| In this study, data and discourses on immigrant minority groups and languages other than Dutch at home and at school are presented in order to contextualise the status of Turkish and Moroccan communities and their languages in the Netherland. Patterns of language use, choice and attitudes of Turkish (n = 63) and Moroccan (n — 64) youngsters in the Netherlands are documented and discussed. The findings of this study show that pride in one’s socio-cultural and linguistic backgrounds is not coupled with maintenance of the community language. Arabic and Berber informants report high attachment to their cultural backgrounds but their actual community language use is very restricted compared to their Dutch language use. They clearly shift to Dutch in most domains of language use. Turkish youngsters, on the other hand, show strong language maintenance patterns and their socio-cultural orientation is congruent with their language behaviour. While Moroccan youngsters identify more strongly with Islamic practices, Turkish youngsters identify strongly with the Turkish language. This, in turn, suggests that strong religious attachment does not affect community language maintenance but a strong identification with the community language does contribute to language maintenance. Apparently, for Turkish youngsters, cultural self-awareness goes hand in hand with linguistic self-awareness | |
Thuật ngữ chủ đề
| Ngôn ngữ-TVĐHHN. | |
Từ khóa tự do
| Moroccan immigrants, | |
Từ khóa tự do
| Socio-cultural orientation. | |
Từ khóa tự do
| TUrkish immigrants | |
Từ khóa tự do
| Cultural values. | |
Từ khóa tự do
| Language proficiency. | |
Nguồn trích
| Language and education- 2010, Vol24, N.2 |
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| 008 | 160818s2010 | a 000 0 eng d |
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| 035 | |a1456363022 |
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| 039 | |a20241209114619|bidtocn|c20200722084117|dhuongnt|y20160818100029|zkhiembt |
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| 041 | 0|aeng |
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| 100 | 1|aExtra, Guus. |
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| 245 | 10|aLanguage proficiency and socio-cultural orientation of Turkish and Moroccan youngsters in the Netherlands /|cGuus Extra and Kutlay Yagmur |
|---|
| 260 | |c2010 |
|---|
| 300 | |ap.117 - 132 |
|---|
| 362 | 0|aVol. 24 (March 2010) |
|---|
| 520 | |aIn this study, data and discourses on immigrant minority groups and languages other than Dutch at home and at school are presented in order to contextualise the status of Turkish and Moroccan communities and their languages in the Netherland. Patterns of language use, choice and attitudes of Turkish (n = 63) and Moroccan (n — 64) youngsters in the Netherlands are documented and discussed. The findings of this study show that pride in one’s socio-cultural and linguistic backgrounds is not coupled with maintenance of the community language. Arabic and Berber informants report high attachment to their cultural backgrounds but their actual community language use is very restricted compared to their Dutch language use. They clearly shift to Dutch in most domains of language use. Turkish youngsters, on the other hand, show strong language maintenance patterns and their socio-cultural orientation is congruent with their language behaviour. While Moroccan youngsters identify more strongly with Islamic practices, Turkish youngsters identify strongly with the Turkish language. This, in turn, suggests that strong religious attachment does not affect community language maintenance but a strong identification with the community language does contribute to language maintenance. Apparently, for Turkish youngsters, cultural self-awareness goes hand in hand with linguistic self-awareness |
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| 650 | 17|aNgôn ngữ|2TVĐHHN. |
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| 653 | |aMoroccan immigrants, |
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| 653 | |aSocio-cultural orientation. |
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| 653 | |aTUrkish immigrants |
|---|
| 653 | 0|aCultural values. |
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| 653 | 0 |aLanguage proficiency. |
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| 773 | 0|tLanguage and education|g2010, Vol24, N.2 |
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| 890 | |a0|b0|c0|d0 |
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