NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1103736
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0143-4632
Attitudes towards Mandarin-English Bilingualism: A Study of Chinese Youths in Singapore
Xie, Wenhan; Cavallaro, Francesco
Journal of Multilingual and Multicultural Development, v37 n6 p628-641 2016
Not only does Singapore have a unique ethnic and multilingual makeup, it also boasts unique language policies, especially with regard to the learning of the official languages. Previous studies of Singaporean youths have largely focused on the differences in attitudes and code-switching between linguistic varieties (e.g. Colloquial Singapore English [Singlish] and Standard Singapore English) as well as looking at the specific languages of Singapore's multilingual community. This paper seeks to examine how Chinese-Singaporean youths differ in their perception of the benefits (general, communicative, cognitive and pragmatic) and disadvantages associated with Mandarin-English bilingualism and their Chinese-Singaporean identity. 165 Chinese-English bilingual youths from secondary schools, Polytechnics/Junior Colleges, University undergraduates and young working adults were stratified based their gender, socio-economic status and self-rated language proficiency. Our findings suggest that bilinguals' self-rated proficiency is generally the best indicator of local Chinese youths' attitudes towards Chinese-English bilingualism and identity, regardless of their current occupation, gender or socio-economic status.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A