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Article published In: Language Problems and Language Planning
Vol. 44:2 (2020) ► pp.123–145

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Language choice in peer interactions and the role of peers in minority language maintenance

A case study from Vietnam

ORCiD logo with link | University of Queensland
ORCiD logo with link | University of Queensland
Published online: 24 September 2020
DOI logo with link
https://doi.org/10.1075/lplp.19003.ngu
Abstract
Drawing on the positioning theory and the conditions for language use, this article examines Vietnamese ethnic minority students’ language choice in interactions with their same-ethnicity and majority peers, focusing particularly on their communication motives underlying this choice. Findings suggest that in regulating their language alternation practices across peer groups in different contexts, the students shifted their participation status – from aligning (being alike) to disaligning (being distinct) – to (re)position themselves in relation to their peers. As their desires for alignment or disalignment were either supported or disrupted by their peers, peer attitudes played a critical role in providing opportunities and encouraging minority students’ willingness to use their L1 in school and ethnic community spaces. Implications are suggested for engaging peer support as a resource for maintaining or widening L1 use among young minority people in both of the domains.
Tóm tắt (summary)
Dựa trên mô hình lý luận định vị xã hội và điều kiện sử dụng ngôn ngữ, bài viết này mô tả vấn đề lựa chọn ngôn ngữ trong giao tiếp với bạn bè cùng và khác dân tộc của sinh viên dân tộc ít người ở Việt Nam, tập trung vào động cơ giao tiếp phía sau những lựa chọn này. Kết quả phân tích cho thấy những sinh viên này, trong quá trình lựa chọn ngôn ngữ trong nhiều ngữ cảnh tương tác với các nhóm bạn bè khác nhau, đã định hình vị trí xã hội của họ tương quan với những người bạn này – từ gần gũi (tạo sự tương đồng) đến tách biệt (tạo sự khác biệt) – Dù mong muốn gần gũi hay tách biệt của họ được bạn bè đồng tình hay phản đối, thái độ của bạn bè đóng vai trò quan trọng trong việc tạo cơ hội cũng như khuyến khích họ duy trì mong muốn sử dụng tiếng mẹ đẻ trong trường học và trong cộng đồng dân tộc nơi họ sống. Bài viết đưa ra kiến nghị nâng cao vai trò của nhóm bạn trong việc duy trì hoặc mở rộng sử dụng tiếng mẹ đẻ của sinh viên dân tộc ít người trong hai môi trường trên.
Resumo
Utiligante la t.n. poziciigan teorion kaj la kondiĉojn por lingvouzo, tiu ĉi artikolo ekzamenas la lingvoelekton de vjetnamaj etnominoritataj studentoj en interagoj kun siaj sametnaj kaj majoritataj samranguloj, kun aparta fokuso je la komunikaj motivoj kiuj fundamentas tiun elekton. Konstatoj sugestas, ke, reguligante siajn lingvoalternajn praktikojn trans samrangaj grupoj en malsamaj medioj, la studentoj ŝovis sian partoprenan statuson for de konformado (simileco) al malkonformado (aparteco), por repoziciigi sin rilate al siaj samranguloj. Dum iliaj deziroj por konformado aŭ malkonformado estis aŭ apogataj aŭ disrompataj de iliaj samranguloj, la sintenoj de samranguloj ludis esencan rolon en liverado de okazoj kaj en kuraĝigo de preteco de studentoj uzi sian unuan lingvon en lernejaj kaj etnokumunumaj spacoj. Oni sugestas implicojn por engaĝi samrangulan subtenon kiel rimedon por daŭrigi aŭ vastigi unualingvan uzon inter minoritataj gejunuloj en ambaŭ domajnoj.
Article outline
  • Introduction
  • Context
  • Theoretical framework
    • Individual language use and language policy outcomes
    • Alignment and disalignment as positioning strategies in peer interactions
  • Methodology
    • Research site and participants
    • Data collection and analysis
  • Findings
    • Communication with L2 peers in school
    • Communication with L1 peers in school
    • Communication with L1 peers in the ethnic community
  • Discussion and conclusions
  • Transcription convention
  • References
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