Thesis (Ph. D.)--University of California, Riverside, 1993. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (doctoral)-Universität, Leipzig, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of California, Riverside, 1993. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--University of California, Riverside, 1993. / Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0987. Chairman: Eugene N. Anderson, Jr. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007.

Texte remanié de : Thèse doctorat : Linguistique : Grenoble 3, 1991. / Bibliogr. p. 397-416.

Thesis (D. Phil (Linguistics))--University of Pretoria, 2002. / Includes bibliographical references.

Heidelberg, Universität, Thesis (doctoral), 2001.

Through combining the traditional Chomskyan approach as well as the sociolinguistic approach to language learning, the present research explores the production of 12 English linguistic features by 12 Hong Kong Cantonese adolescent informants living in London. An analysis of their social practices is also undertaken and linked to their production of these linguistic features. The research relies on participant observation and data elicited from interviews with the 12 informants. These informants were born in Hong Kong and arrived in London at age 5, 8, and 10. The findings suggest that cognitive and social factors play an important part in language learning. These factors include the critical period, social network, and other social practices like reading, taking part in school-organised extracurricular activities. The research underscores the importance of social factors in the explanation of language behaviour in migrant communities.

This thesis is a comparative investigation into the use of Italian of an extended Italian family in language contact situation in three countries: the United States, Australia and France. This study is undertaken and described in the context of the different policies on migrant integration and minority languages in the three migration countries. / The investigation uses the ‘Case Study’ methodology in the format of an embedded multiple case-study project. / The third generation was made the focus of the study to investigate Fishman’s “intergroup social dependency” theory. According to this theory, when the immigrant experience is viewed from a perspective of three or more generation time depth, the immigrant group generally loses its language due to its dependency on the host society for its survival. Fishman contends that only an effective and strict ‘compartmentalisation of language functions’ between the minority language and the host language can help the minority group maintain its language. / The findings indicate that for people of Italian background living as a minority group in language contact situation compartmentalisation is not a viable alternative. Nor do they consider the ‘maintenance’ of their community language important. When in the migration country bilingualism is valued, it is the standard variety of the heritage language that is chosen for maintenance and further learning. / The study presents recommendations towards the achievability of bilingualism beyond the limitations of compartmentalisation.