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本文以农民工子女教育为背景,阐述“单语意识形态”和“民族语言身份认同”两个概念,并运用这两个概念对农民工子女的社会语言学案例进行深入分析。作者在北京一所公立小学进行了为期两年的民族志田野调查,通过课堂观察、深度访谈、小组讨论、问卷调查等多种研究手段,采集大量的精细语料,真实反映农民工子女的语言身份认同状况。本文呈现语料库中两个案例片段,通过对该语料的分析,发现人们给语言赋予了多重社会意义,并折射出单语意识形态在人们日常生活中的深刻存在。
Based on the education of migrant workers’ children, this article elaborates two concepts of “monolingual ideology” and “national language identity recognition”, and uses these two concepts to deeply analyze the social linguistic cases of peasant worker’s children. The author conducted a field survey of ethnography in a public elementary school in Beijing for two years. Through a variety of research methods such as classroom observation, in-depth interviews, group discussions and questionnaires, the author collected a large amount of fine corpus and truly reflected the linguistic identity of migrant children Identity status. This article presents two case fragments in the corpus. By analyzing the corpus, we find that people give the language multiple social meanings and reflect the profound existence of the monolingual ideology in people’s daily life.