This article addresses the question as to why toddlers in The Netherlands may stop speaking their regional language—Limburgish—as their home language after entering preschool, even when both parents speak Limburgish at home. The question is addressed through the concept of the total linguistic fact (Silverstein 1985): language ideology, language choice, and language practices mutually shape and inform each other. Language ideologies in wider society impact educational practices in preschool. Hierarchical teacher-child and influential peer interactions show the negative effects of speaking Limburgish. Preschool language socialization practices have a profound effect on language choice and shift by toddlers at home who are still in the midst of their linguistic, pragmatic, cognitive, and social development of both Limburgish and Dutch as first languages. (Regional language, language ideology, preschool)

中文翻译：

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学前教育对荷兰儿童方言的影响：为什么幼儿可能会停止在家里说地区语言（林堡语）

本文探讨了为什么荷兰的幼儿在进入学前班后可能会停止将他们的地区语言（林堡语）作为他们的母语，即使父母双方都在家中说林堡语。这个问题是通过概念来解决的总体语言事实(Silverstein 1985)：语言意识形态、语言选择和语言实践相互塑造和相互影响。更广泛社会中的语言意识形态影响学前教育实践。分层的师生互动和有影响力的同伴互动显示了说林堡语的负面影响。学龄前语言社会化实践对在家中仍处于林堡语和荷兰语作为第一语言的语言、语用、认知和社会发展阶段的幼儿的语言选择和转变产生深远影响。（地区语言、语言意识形态、学前教育）