This study looks at the language community constituted by a Swiss
primary school class of children with a highly assorted mixture of
mother tongues. The language used in class is described in terms of
variety linguistics and the social processes within the class are
examined sociographically. Dialectologic and socio-psychological
variables are related to one another; in addition, observations on
social solidarity and demarcation are subjected to a qualitative
analysis. The language of the class is interpreted as a cumulative
product of individual communicative interests. The findings
contribute to a better understanding of language and its
development in multifactorial contexts.
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