ABSTRACT

This study investigates children’s explicit and implicit language attitudes in a highly diverse primary education. Set in the bilingual province of Fryslân, the Netherlands, the current research was carried out in the scope of the 3M-project (‘More opportunities with multilingualism’: Duarte & Günther-van der Meij, 2018a. A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24–43. https://doi.org/10.21283/2376905X.9.153), wherein pupils’ home languages are used as a resource to promote multilingualism and thereby facilitate learning. We examined socially significant language attitudes and children’s stereotypes towards prevalent minority and migrant languages. Participants consisted of 93 pupils (aged 7–12). They completed questionnaires to assess their explicit attitudes towards majority, migrant and minority languages. Additionally, 137 pupils performed an Implicit Association Test (IAT) to measure the relative attitudes of standard Dutch versus (1) the regional minority language (Frisian) and versus (2) a salient migrant language (Moroccan Arabic). Questionnaire results show significantly lower ratings for Moroccan Arabic and ‘other languages’ compared to Dutch, English and Frisian. Implicit results revealed a larger and significant preference for Dutch over Moroccan-Dutch accents and a smaller, non-significant, preference for Dutch over Frisian accents. Our results suggest a need for primary schools to explicitly address issues related to children’s attitudes towards different languages and accents.

摘要

本研究调查了高度多样化的小学教育中儿童的外显和内隐语言态度。目前的研究位于荷兰弗里斯兰的双语省，目前的研究是在 3M 项目的范围内进行的（“多语种的更多机会”：Duarte & Günther-van der Meij，2018a。教育中多语种的整体模型. EuroAmerican Journal of Applied Linguistics and Languages , 5(2), 24–43。https://doi.org/10.21283/2376905X.9.153)，其中学生的母语被用作促进多语种的资源，从而促进学习。我们研究了具有社会意义的语言态度以及儿童对流行的少数民族语言和移民语言的刻板印象。参与者包括 93 名学生（7-12 岁）。他们完成了问卷，以评估他们对多数、移民和少数语言的明确态度。此外，137 名学生进行了内隐联想测试 (IAT)，以衡量标准荷兰语与 (1) 地区少数民族语言 (弗里斯兰语) 和 (2) 显着移民语言（摩洛哥阿拉伯语）的相对态度。问卷结果显示，与荷兰语、英语和弗里斯兰语相比，摩洛哥阿拉伯语和“其他语言”的评分明显较低。隐性结果显示，对荷兰语的偏好大于摩洛哥-荷兰口音，而对荷兰语的偏好较小，不显着，而非弗里斯兰口音。我们的结果表明，小学需要明确解决与儿童对不同语言和口音的态度有关的问题。