The social preferences of young children are significantly influenced by both language and accent. While existing studies have often focused on monolingual children in societies where the dominant language is also the high-status language, less is known about how multilingual children, especially those speaking a less dominant native language, form their language-based social preferences. As there is a complex interplay among language, accent, perceived language status, and acceptance, this study aims to investigate the language- and accent-related preferences of Pakistani kindergarten children speaking a less dominant native language in the multilingual Hong Kong context. The participants include 67 Pakistani children (35 boys and 32 girls; Mage = 54.14 months) recruited from 5 kindergartens using Chinese as the medium of instruction. They participated in two experiments that examined their social preferences based on language (i.e., their native language, Urdu, vs. the dominant language, Cantonese) and accent (i.e., Cantonese with a native accent vs. Cantonese with an Urdu accent). Results of mixed-effects binomial logistic regression models revealed dynamic patterns. In Experiment 1, Pakistani children showed a significant preference for Urdu speakers. However, a significant interaction between children’s age and children’s Cantonese proficiency indicated that while younger children consistently preferred Urdu speakers, older children with higher Cantonese proficiency showed a greater likelihood of preferring Cantonese speakers. In Experiment 2, children significantly preferred native-accented Cantonese over Urdu-accented Cantonese. This preference was also observed to strengthen as both age and children’s Cantonese proficiency increased. These findings suggest that children’s social preferences are not solely driven by in-group linguistic familiarity but are dynamically shaped by a growing awareness and preference for the linguistic high-status group within their broader social environment. This process is mediated by developmental factors and environmental exposure, offering implications for inclusive language education and integration policies in multilingual societies.
