The impact of preschool attendance on children's bidialectism in The Netherlands: Why toddlers may stop speaking a regional language (Limburgish) at home

L. Cornips*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


This article addresses the question as to why toddlers in The Netherlands may stop speaking their regional language-Limburgish-as their home language after entering preschool, even when both parents speak Limburgish at home. The question is addressed through the concept of thetotal linguistic fact(Silverstein1985): language ideology, language choice, and language practices mutually shape and inform each other. Language ideologies in wider society impact educational practices in preschool. Hierarchical teacher-child and influential peer interactions show the negative effects of speaking Limburgish. Preschool language socialization practices have a profound effect on language choice and shift by toddlers at home who are still in the midst of their linguistic, pragmatic, cognitive, and social development of both Limburgish and Dutch as first languages. (Regional language, language ideology, preschool)

Original languageEnglish
Pages (from-to)333-355
Number of pages23
JournalLanguage in Society
Issue number3
Early online dateJun 2020
Publication statusPublished - Jun 2020



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