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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."

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Academic Paper

Title: The impact of preschool attendance on children's bidialectism in The Netherlands: Why toddlers may stop speaking a regional language (Limburgish) at home
Author: Leonie Cornips
Linguistic Field: Sociolinguistics
Subject Language: Limburgish
Abstract: 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.


This article appears IN Language in Society Vol. 49, Issue 3, which you can READ on Cambridge's site .

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