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By Li Wei
The utilized Linguistics assessment is a peer reviewed annual book. It brings jointly new empirical and theoretical study and serves as a trying out floor for the articulation of unique rules and methods within the learn of real-world concerns within which language performs a vital position. Such matters diversity from facets of the linguistic and communicative competence of the person similar to bilingualism and multilingualism, first or moment language acquisition, literacy, language issues, to language and verbal exchange comparable difficulties in and among societies equivalent to linguistic discrimination, language clash, conversation within the office, language coverage and language making plans.
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Gewoon is normale taal. Max: It is simply a normal language. Het is gewoon een normale taal. Cemal: If it was English it would have been a bit tough perhaps, it is a famous language. Als het Engels was een beetje stoer misschien, het is een beroemde taal. Max: Oh that is what you mean. Oh zo. Cemal: Or French, and Turkish is not so well-known so (uh) (. ) yes (. ) Of Frans, en Turks is niet zo beroemd dus (uh) (. ) ja (. ) (GD01:349–362) Community languages are often referred to as a we-code that (in this case) places the pupils who speak these languages in an advantaged position compared to those with a they-code (cf.
When he was eight so he had to learn a second language Dus die heeft (. . ) toen ie acht was heeft ie dus een tweede taal moeten leren Max: (hmm) Sanne: and the Somali language has a different sentence structure (. . ) en Somalische taal heeft een andere zinsopbouw (. . ) 38 Massimiliano Spotti Max: (hmm) Sanne: than the Dutch language so he always spoke in twisted sentences. dan de Nederlandse taal dus hij sprak altijd in kromme zinnen Max: (hmm) (S02: 316–321) At the age of eight, Mohammed was already ﬂuent in Somali – his mother tongue – and he had to learn Dutch as a second language.
2006. Constructing the other: Immigrant minority pupils’ identity construction in the discourse of a native Dutch teacher at a Dutch Islamic primary school. Journal of Multicultural Discourses 1(2). 121–135. Spotti, Massimiliano. 2007. Developing identities. Amsterdam: Aksant. Svonni, Mikael. 2008. Sámi in the Nordic Countries and Russia. ), Multilingual Europe: Facts and policies, 233–249. Berlin: Mouton de Gruyter. nl, has defended his doctoral thesis on the construction of immigrant minority pupils’ identities in multicultural primary school classrooms in the Netherlands and Flanders in 2007.