Abstract
Group bilingualism is typically the result of ethnic groups in contact and competition, where one group becomes bilingual, a concomitant condition of the degree of integration. The nature of the relationship is influenced by 1) the origin of the contact situation 2) the degree of enclosure and 3) the degree of control by dominant groups. Migrant groups tend to shift languages after some generations of bilingualism; colonized and annexed groups tend to shift languages at a much slower rate.
Bilingual education may have the goal of language maintenance or induced language shift. The paper closes with a discussion of the development of bilingual education from this perspective.
Résumé
Le bilinguisme de groupe est le résultat typique de deux groupes ethniques en contact et en compétition où un groupe devient bilingue, condition concomitante du degré d'intégration. La nature de la relation est influencée par 1) l'origine de la situation de contact 2) le degré d'introduction 3) le degré de contrôle exercé par les groupes dominants. Les groupes migrants ont tendance à délaisser leur langue d'origine au bout de quelques générations de bilinguisme. Dans les groupes colonisés et annexés le rythme d'abandon de la langue maternelle est beaucoup moins rapide.
L'éducation bilingue peut avoir comme but soit de chercher à préserver une langue, soit, au contraire, d'inciter à son abandon. L'article se termine sur une discussion relative au développement de l'éducation bilingue dans cette optique.
Zusammenfassung
Gruppen-Zweisprachigkeit ist ein charakteristisches Ergebnis des Kontaktes und Wettbewerbs zwischen Volksgruppen, wobei eine Gruppe zweisprachig wird, entsprechend dem Ausmass ihrer Integration. Das Verhältnis der Gruppen zu einander wird bestimmt durch:
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1.
die Ursprungssituation des Kontaktes,
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2.
den Grad der Abgeschlossenheit,
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3.
das Ausmass der durch herrschende Gruppen auferlegten Beschränkungen. Einwandernde Gruppen neigen dazu, nach einigen Generationen der Zweisprachigkeit die neue Sprache zu übernehmen; bei kolonialisierten und annektierten Gruppen vollzieht sich dieser Prozess im allgemeinen viel langsamer.
Zweisprachige Erziehung kann das Ziel haben, eine Sprache beizubehalten oder absichtlich die Übernahme einer anderen Sprache herbeizuführen. Zum Schluss setzt sich der Aufsatz mit der Entwicklung zweisprachiger Erziehung aus dieser Sicht auseinander.
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Paulston, C.B. Education in a bi/multilingual setting. Int Rev Educ 24, 309–328 (1978). https://doi.org/10.1007/BF00598047
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DOI: https://doi.org/10.1007/BF00598047