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dc.contributor.authorCameron, Richard
dc.date.accessioned2013-11-08T19:28:49Z
dc.date.available2013-11-08T19:28:49Z
dc.date.issued2010-11
dc.identifier.bibliographicCitationCameron, R. (2010). "Growing up and apart: Gender divergences in a Chicagoland elementary school." Language Variation and Change 22(2): 279-319. DOI:10.1017/S0954394510000074en_US
dc.identifier.issn0954-3945
dc.identifier.urihttp://hdl.handle.net/10027/10446
dc.descriptionThis is a pre-copy-editing, author-produced PDF of an article accepted for publication in Language Variation and Change following peer review. The definitive publisher-authenticated version Cameron, R. (2010). "Growing up and apart: Gender divergences in a Chicagoland elementary school." Language Variation and Change 22(2): 279-319. is available online at: http://journals.cambridge.org DOI:10.1017/S0954394510000074en_US
dc.description.abstractA characteristic of children’s social orders is gender segregation. When children can choose, girls play more with girls and boys with boys. This begins around age three and peaks in later childhood. If children separate into same-gender groups, their interactions across the gender line will not be as frequent as those with members of the same sex. Following on Bloomfield’s assertion (1933:46) that “density of communication” results in the “most important differences of speech” within a community, I predict that differences will increasingly emerge between girls and boys. I test this using two sociolinguistic variables, (dh) and (ing), in the English spoken by children in an elementary school. The prediction is supported. Results contribute to research into language socialization and the acquisition of gendered linguistic expression.en_US
dc.language.isoen_USen_US
dc.publisherCambridge University Pressen_US
dc.titleGrowing up and apart: Gender divergences in a Chicagoland elementary schoolen_US
dc.typeArticleen_US


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