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Languaging Vol 1.Wpd LANGUAGING Nine years of poly-lingual development of young Turkish-Danish grade school students J. N. Jørgensen Copenhagen 2008 Copyright 2008: J. Normann Jørgensen LANGUAGING Nine years of poly-lingual development of young Turkish-Danish grade school students, Volume 1 Copenhagen Studies in Bilingualism, The Køge Series Vol. K15 ISBN: 978-87-91621-99-4 ISSN: 0901-9731 Cover: Michael Schølardt Originally printed by: Røde Hane This work has been accepted by the Danish School of Education, University of Aarhus for the dr. pæd. degree. The defense will take place at Emdrupborg, Copenhagen NV, September 24, 2010. The Copenhagen Studies in Bilingualism is a peer-reviewed series published by the University of Copenhagen Faculty of Humanities. Editors: Juni Söderberg Arnfast, Center for Dansk som Andetsprog, Københavns Universitet Anne Holmen, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet Jakob Steensig, Afdeling for Lingvistik, Aarhus Universitet J. Normann Jørgensen, Center for Dansk som Andetsprog, Københavns Universitet Distribution: University of Copenhagen, Faculty of Humanities This volume edited by: Rosalia Fenger. This e-book is a republication of a printed book in the series Copenhagen Studies in Bilingualism. The republication is a part of a project that aims to make earlier volumes of the series available as free e-books online. Copenhagen Studies in Bilingualism and Studies in Parallel Language Use have furthermore started to publish e-books, and future publications will mainly be electronic. - to Elsebeth Contents Volume 1 Foreword ......................................... 7 Part 1: Languaging and poly-lingualism . ... 10 Language as a human phenomenon . 10 Difference and similarity .................... 17 Young language users ....................... 21 Different Languages......................... 32 Language variation.......................... 41 Speech community.......................... 62 Linguistic forms as social markers . 68 Social psychology and language . 74 Power and language use ...................... 91 Language and power in Denmark . 107 Pre-sociolinguistic linguistics and sociolinguistics ........................... 119 Norms of language behavior . 138 Native speaker ............................ 152 Bilingualism and poly-lingualism . 159 Code choice and code-switching . 171 Conclusions .............................. 181 Part 2: The Køge project ........................... 186 Køge.................................... 186 The project ............................... 196 Group conversations ....................... 199 Face-to-face conversations (adult conversations) . 201 Transcription conventions ................... 202 %eng: ............................ 206 %com: ........................... 206 %koj: ............................ 207 4 %ira:............................. 209 % fok: ........................... 213 Transcripts ............................... 219 Educational aspects ........................ 219 Social aspects ............................. 233 Linguistic aspects .......................... 252 Code choice and code-switching . 295 Reviews of the Køge project . 300 Conclusions .............................. 301 Volume 2 Part 3: Code choice in the Køge project . 311 The development of code choice practices . 311 The conversations .................. 315 Eski şehir group conversations . 316 Participants ....................... 317 Code categories .................... 318 Quantitative analyses 1: Code profiles . 325 Qualitative analysis: Sequential analysis .......................... 329 Conversation analysis and bilingualism studies ........................... 335 Quantitative analysis 2: Development of code choice practices . 344 Code-choice in grade 1 ..................... 355 Code-choice in grade 2 ..................... 365 Code-choice in grade 3 ..................... 382 Code choice in grade 4 ...................... 397 Code choice in grade 5. ..................... 419 Code-choice in grade 6 ..................... 448 Code choice in grade 7 ...................... 465 Code choice in grade 8 . 477 Code choice in grade 9 ...................... 495 5 Conclusions .............................. 513 Part 4: Perspectives and implications . 521 Huls perspectives .......................... 523 Pfaff perspectives. ......................... 527 Rampton perspectives ...................... 530 Educational implications .................... 533 Conventions .............................. 538 Sources of error ........................... 539 Abstract ................................. 543 Resumé på dansk .......................... 550 References ............................... 557 Bibliography of the Køge Project . 584 Working Papers from the Køge Project . 597 Arbejdspapirer om tosprogethed - Køgeserien....................... 597 Arbejdspapirer om tosprogethed - Nordisk serie ..................... 598 The Copenhagen Studies in Bilingualism - Københavnerstudier i tosprogethed . 599 The Køge Series.................... 604 6 Foreword This volume is an overview of the Køge project (Jørgensen et al. 1991), which was initiated in 1987, began with two years of pilot studies, and collected its data between 1989 and 1998. Quite a few studies have dealt with the Køge data (see the bibliography below). Afficionados can look forward to another round of data collected 2006-2007 (which are being analyzed by Janus Møller, see Møller forthcoming). The Køge project has studied the linguistic development of a group of Turkish-Danish grade school students. Such a study is of course not possible without the eminent assistance of the grade school students themselves, their teachers, and school personnel. Since we have promised the individuals anonymity I can not mention them here, but they know themselves to whom I am referring. I hope they realize how grateful we are, I and everybody else on the receiving side of the project, for their openness, patience, and tolerance. The studies which have been carried out in the Køge project involve many people: Danish and international scholars, university students at all levels, and research assistants. They can be named - I suggest the interested reader take a look in the bibliography. I am, together with the hard core of people who have been with the project, happy that so many people have joined forces with us - also temporarily, have taken an interest in our project and data, and have bothered analyzing it, reflect on it, or criticize it. The hard core involved during the first years of the project Jørgen Gimbel, Anne Holmen, and Inger Nørgaard Nielsen. In the latest years the team has involved Janus Møller, Lian Madsen, and 7 Sümeyye Talayman. Here in the last phase, Rosalia Fenger has mounted a full-scale acribic proof reading for which I am grateful. The only ones who have been around from first to last are Mediha Can and myself. Mediha has probably carried out more functions than anybody else in the project. Project planning, data collection, transcription, translation, questionnaire analysis, linguistic analysis, writing papers and book chapters, you name it, she’s done it. As I express my concern for the mental well-being of all those people who have been deeply involved for years in this project, I sincerely thank them for their dedicated work and partnership. Several funding bodies have been involved in the financing of the Køge Project. Statens Humanistiske Forskningråd, Danmarks Lærerhøjskole, Brandt-Brandtved-Fonden, Københavns Universitet, and Københavnerstudier i Tosprogethed have all at one time or another supported the Køge Project. On behalf of all those involved I thank these institutions. The Køge project is devoted to a principle of scholarly openness. No data, no analysis, no discussion is closed to any serious scholar. The core of the data will be available through the Childes database (MacWhinney 1995), and a selection has been published (with anonymized names, see Turan 1999). In this book I first introduce the key concepts of my understanding of language and the (sociolinguistic) study of language, including the concepts of languaging and poly-lingualism. This is in Part 1. The first half of Part 2 describes the Køge project, its data, and some of the most important types of analyses. The second half of Part 2 deals with some of the more important studies published about the Køge project data. In Part 3 I analyze the development of languaging among our minority informants from grade 1 8 through grade 9. Finally I discuss some of the perspectives raised by these analyses, in Part 4. To an extent I base the description in this book on material that I have already published. Particularly in Part 3, I place individual analyses of group conversations, graphs and code profiles which I have described elsewhere, in the totality of the 9 years of poly- lingual development, and the general concept of language and language use which I define in Part 1. In Part 2 I give a review of a wide range of studies in the Køge project. All of the already published Køge studies can be found in the bibliography which follows the list of references. Copenhagen July 2008 J. Normann Jørgensen 9 Part 1: Languaging and poly-lingualism In this part I present my view of language as a human phenomenon, and I explain a range of concepts which are necessary for the description of the linguistic behavior of the speakers who have produced my data, and particularly for the understanding of the linguistic behavior I analyze in Part 3. I present the concepts of languaging and poly-lingualism
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