Permanent URL to this publication: http://dx.doi.org/10.5167/uzh-33422
Neves, A C. Língua e poder em Cabo Verde : a situação de diglossia nas escolas primárias. 2007, University of Zurich, Faculty of Arts.
The subject under study in this dissertation occupies a position between the Capeverdean language and the official Portuguese language: the indigenized variety (IV) of Portuguese spoken in Cape Verde. The challenge of this research project is that the source of the linguistic material analyzed is principally the mesolectal portion of a linguistic continuum with two extremes: at one end of the continuum the Creole language, which sociopolitically has assumed the role of the low language variety, even though it is the national language; and, at the other end, the high
variety and official language, Portuguese. Furthermore, second language (L2) learning by children in grades 4 and 6 is taken into account for the first time in this specific sociolinguistic context.
The analysis was based on the following assumptions: 1) when learning their L2 the Cape Verdean speakers learn a variety of Portuguese which is influenced by sociolinguistic factors, such as the geographical area at every learning level; 2) the pupils in grades 4 and 6 use similar non-standard constructions, despite the longer exposure of the latter to the L2; 3) during the L2
learning process, there are grammatical categories which are more readily observable as language change in the vertical (grades/school years and age groups) and horizontal continua (physical and social space), while other categories are more sensitive to inter- and intralinguistic interference. In either case, non-standard constructions were considered to be instances of true
The main objective of this dissertation is the description of the indigenized Cape Verdean variety of Portuguese as used by children aged 8 to 13 at school. This age group includes two of the grades most often repeated in this school system, namely grades 4 and 6, which also mark
transitions between levels of compulsory education. The target population was asked to fill out a sociolinguistic questionnaire, write a composition and orally retell a story based on a given picture.
From the sociolinguistic point of view, the coexistence of two languages with differentiated roles has led to the formation of two continua: on the horizontal axis, i.e., between regions and islands, which is evident in the area of phonology but also in the lexicon, and on the vertical axis, i.e. in connection with students’ age and cognitive development, as is more clearly visible in the syntactic and morphological subcategories. Interestingly, the geographical continuum of this IV does not correspond to the conventional division of the Cape Verdean 20 language into northern and southern varieties. Instead, a dividing line between western and eastern islands emerged.
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|Referees:||Bossong G, Lienhard M|
|Communities & Collections:||06 Faculty of Arts > Institute of Romance Studies|
|Dewey Decimal Classification:||470 Latin & Italic languages
450 Italian, Romanian & related languages
800 Literature, rhetoric & criticism
440 French & related languages
460 Spanish & Portuguese languages
|Deposited On:||06 May 2010 09:58|
|Last Modified:||14 Oct 2013 12:58|
|Number of Pages:||287|
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