Twisted tongues, hybrid identities: The role language use and identity play in the integration of Aruban students in the Netherlands
Summary
This research examines the relationship between Aruban students’ use of Dutch in the Netherlands, their attitude towards their Dutch identity and their integration strategies. Lower proficiency of Dutch was expected to complicate the integration process for Aruban students in the Netherlands and to impede a strengthening of their Dutch identity. The fact that students’ command of Dutch is lower than expected after their Dutch-taught secondary education, was hypothesised to play a crucial role in complicating the students’ integration process. Sixty-two students filled out a questionnaire concerning their language use and attitudes towards the Dutch language, integration and their dual Dutch and Aruban identity. Additionally, 10 interviews were carried out to obtain more detailed information. Through the calculation of correlations, Dutch identity was found to be related to language use in the social domain and efforts to integrate. This finding was supported by the qualitative data. Both linguistic and non-linguistic preparation for living in the Netherlands were found to improve Aruban students’ confidence in speaking Dutch, predicting a greater use of Dutch in the Netherlands, more social contact with Dutch people, and thus, a higher level of integration. Based on these findings, suggestions are made for Aruban students’ preparation for studying in the Netherlands, as well as suggestions for further research in the field of multilingualism and language education policy.