In the face of transnational mobility and migration, globally networked communities and super-diverse social environments, traditional research practices of speaker categorization such as the distinction between native and non-native speakers, first, second, and third language users and mono-, bi-, and pluri-/multilinguals, which rest on the assumption of categorical differences between types of speakers and the general stability of speaker categories as biographical fact, are increasingly called into question. Critical voices point out that in real life, differences between language users turn out to be fuzzy, gradient, and continuous, and that conventional speaker categorizations are conceptualized from a monolingual perspective, providing grounds for discriminatory practices. Based on a longitudinal study design, the paper aims to offer an alternative quantitative approach for researchers who are dissatisfied with common practices of speaker categorization and wish to shift perspective to a more comprehensive way of studying language development within communities. The analysis draws on the results of c-tests for German, Italian, and English that were specifically designed for the study and administered to the same students (n = 170) in their first and final year at lower secondary school.

中文翻译：

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从存在到成为的转变视角 - 基于纵向数据的语言发展和说话人分类的替代方法


面对跨国流动和迁移、全球网络化社区和超级多样化的社会环境，说话人分类的传统研究实践，例如母语和非母语人士、第一、第二和第三语言使用者以及单语、双语和多语/多语者之间的区别，这些做法建立在说话人类型之间的分类差异和说话人类别作为传记事实的一般稳定性的假设之上， 越来越受到质疑。批评者指出，在现实生活中，语言使用者之间的差异是模糊的、渐变的和连续的，传统的说话人分类是从单一语言的角度概念化的，这为歧视性做法提供了依据。基于纵向研究设计，本文旨在为对说话人分类的常见做法不满意并希望将视角转变为更全面的社区内语言发展方式的研究人员提供另一种定量方法。该分析借鉴了德语、意大利语和英语的 c 检验结果，这些检验是专门为该研究设计的，并针对同一学生 （n = 170） 在初中第一年和最后一年进行管理。