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The Sociolinguistics of Size: How Multilingualism in a Small Society Differs from a Large One
Moody, Andrew J.
2021
Source PublicationMacau’s Languages in Society and Education
PublisherSpringer
Pages17-33
Abstract

The size of a speech community is rarely treated as a factor of sociolinguistic analysis, but the small size of Macau highlights the language planning and policy (LPP) challenges that small communities often face. Complicating these challenges in Macau—as in other post-colonial speech communities—is an ecology of multilingualism. In addition to former colonial languages like Portuguese and English, Macau also has high degrees of multilingualism in other languages from East Asia, South Asia and South East Asia. Although the standard language ideology (SLI) does not encourage the speech community to consider mutually unintelligible varieties of Chinese as different languages, these varieties are in differing states of standardisation and they potentially compete for different LPP interests. Based upon the recent development of Macau’s gaming economy in the past 20 years, this volume advocates for a detailed historical analysis of the language varieties that comprise Macau’s linguistic ecology and the LPP challenges and opportunities afforded within that ecology.

DOI10.1007/978-3-030-68265-1_2
URLView the original
Language英語English
ISBN978-3-030-68263-7; 978-3-030-68265-1
Volume39
Scopus ID2-s2.0-85146629198
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Citation statistics
Document TypeBook chapter
CollectionUniversity of Macau
Corresponding AuthorMoody, Andrew J.
AffiliationDepartment of English (FAH), University of Macau, Taipa, Macao
First Author AffilicationFaculty of Arts and Humanities
Recommended Citation
GB/T 7714
Moody, Andrew J.. The Sociolinguistics of Size: How Multilingualism in a Small Society Differs from a Large One[M]. Macau’s Languages in Society and Education:Springer, 2021, 17-33.
APA Moody, Andrew J..(2021). The Sociolinguistics of Size: How Multilingualism in a Small Society Differs from a Large One. Macau’s Languages in Society and Education, 39, 17-33.
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