이 글은 싱가포르 화교 언어공동체에서 최근 ‘구어 싱가포르 영어’, 즉 싱글리시(Si nglish)와 ‘표준 싱가포르 영어’의 우세 속에서 중국어가 경험하고 있는 위상의 변화를 사회언어학적 관점에서 서술하는 것이 목적이다. 싱가포르의 화교 언어공동체에서는 표준중국어와 기타 중국계 언어들, 싱다린(Singdarin) 등 다양한 중국어가 사용 되고 있다. 싱가포르, 특히 싱가포르의 화교 언어공동체의 다중언어사용은 세계 시민이자 싱가포르인, 화인(華人)으로서의 하이브리드 정체성과 관련을 맺고, 각각의 언어들은 다층적인 정체성 위계를 나타내는 정체성 표지이다. ‘2020년 인구센서스’가 보여주듯이, 최근 싱가포르에서 영어의 확산과 중국어의 위축 추이는 명확하다. 싱가 포르에서 이민자들의 언어인 중국어는 더 이상 지배적인 언어가 아니고, 화교 언어 공동체의 대부분의 아이들은 지배적인 언어인 영어와 함께 성장하면서 영어를 능통하게 구사하지만 중국어를 유창하게 구사하는 이들은 일부에 불과하다. 싱가포르에서 중국어는 점점 유산어의 성격을 띠고 있다.

Lee, Gi-ven․Song, Mi-jeong. 2011. Language Socialization Practices of Seven Adolescents of Korean Heritage in the US. The Sociolinguistic Journal of Korea, 20(1). pp. 135-159. This study explores cultural and linguistic practices, identity negotiation, and power dynamics manifested in language socialization practices in a recreational setting of seven high school and college students of Korean heritage currently residing in the US. In conjunction with interviews, audio-tapings and observations of these students' weekly basketball games serve as the data sources. Analyses of data demonstrate that the basketball game offers a prime context for these students to speak Korean, practice Korean sociocultural values and rules, negotiate their identity, and establish their own position in the group. While they all speak English for the majority of time in their day-to-day interactions, the students mostly use Korean in the basketball setting, particularly when talking about Korea-related topics. In terms of negotiating their ethnic identity, the Korean-born students seem to negotiate their identity more strictly than the US-born students, who appear to negotiate their identity more ambiguously and flexibly. Also, the power and authority to control the interaction seems to depend upon the symbolic and material resources that the students own.

This study investigates a teacher"s practice regarding how Dynamic Assessment (Dixon-Krauss, 1996) is realized in his evaluative activities in a language classroom. First of all, the study pinpoints eight properties of dynamic assessment, and operationally defines and classifies the teacher"s evaluative activities into 6 categories: prior knowledge check, assignment review, task comprehension check, task customization, instance quiz, and achievement check. Furthermore, the study examines how the teacher"s evaluative activities are worked out for a small group of children who are learning their heritage language (Korean). The effectiveness and potentiality of dynamic assessment for a language classroom organized by special purposes are also discussed.