Trilingualism in Family, School and Community by Charlotte Hoffmann, Jehannes Ytsma

By Charlotte Hoffmann, Jehannes Ytsma

International locations in Africa, the United States, Asia and Europe give you the sociolinguistic contexts defined during this quantity. They contain settings the place 3 or extra languages are spoken and the place audio system are trilingual. With the focal point on family members, college and the broader neighborhood, the booklet illustrates own, social, cultural and political elements contributing to the purchase and upkeep of trilingualism and highlights a wealthy development of trilingual language use.

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Olshtain and G. Horenczyk (eds) Language, Identity and Immigration (pp. 31–63). Jerusalem: Magnes Press. L. (1956) Language, Thought and Reality: Selected Writings. B. Carroll. Cambridge, MA: MIT Press and New York: Wiley. Wierzbicka, A. (1999) Emotions Across Languages and Cultures: Diversity and Universals. Cambridge: Cambridge University Press. F. (1989) What Is Identity? Oxford: Clarendon Press. Williams, G. (1992) Sociolinguistics: A Sociological Critique. London: Routledge. 29 1111 2 3 4 5 6 7 8 9 1011 1 2 3111 4 5 6 7 8 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 5 6 7 8 9 40 41111 Chapter 2 Being Trilingual or Multilingual: Is There a Price to Pay?

They learn English as a foreign language to serve as their LWC. The data collected for this study are based on interviews and questionnaires administered in the northern community of Rehaniya. Data collection took place between the end of 2001 and the summer of 2002. In phase one of the data collection we administered a questionnaire to 36 eighth graders (the total population of 14-year-olds in the Rehaniya community at the time). They were selected as the group which had experienced the study of the four languages in school and which continues to use the four languages in the normal course of events.

The level of mastery and the skill of use in the four languages is not the same for our Circassian informants, but they all share a perceived multilingual proficiency, which is quite different from the perceived monolingual standard. Thus, the Circassian member of the community living in Israel speaks Circassian for basic communication at home and within the immediate community, speaks, reads and writes Arabic to suit his religious and larger community needs, speaks, reads and writes Hebrew to fit his school needs and the needs of the larger society, as well as the needs for social and professional mobility in the larger society, and knows English as an LWC and a language required for mobility, higher education or professionalism.

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