Relevant bibliographies by topics / Heritage bilingual

Academic literature on the topic 'Heritage bilingual'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Heritage bilingual"

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Polinsky, Maria. "Bilingual children and adult heritage speakers: The range of comparison." International Journal of Bilingualism 22, no. 5 (July 16, 2016): 547–63. http://dx.doi.org/10.1177/1367006916656048.

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This paper compares the language of child bilinguals and adult unbalanced bilinguals (heritage speakers) against that of bilingual native speakers of their home language (baseline). We identify four major vectors of correspondence across the language spoken by these three groups. First, all varieties may represent a given linguistic property in a similar way (child bilinguals = adult heritage speakers = bilingual native speakers of their home language). This occurs when either (i) the property in question is highly robust and is acquired by learners without difficulty or (ii) the property is already in decline in the baseline. We illustrate scenario (i) with data from Russian count forms, which are morphologically quite complex. The preservation of these forms in child bilinguals and adult heritage speakers suggests that simplicity of encoding is not the only factor determining robustness of retention. Second, child and heritage speakers may share a linguistic structure that differs from the one found in the baseline (bilingual native speakers of their home language ≠ child bilinguals = adult heritage speakers). This scenario occurs when incipient structural changes in the baseline become amplified in the language of next-generation bilinguals, or when a given structure is rare, confined to a specific register, and/or reinforced through literacy. Third, a structure may be acquired by bilingual children faithfully, but undergo reanalysis/attrition in the adult heritage language (bilingual native speakers of their home language = child bilinguals ≠ adult heritage speakers). Russian relativization illustrates this scenario; child bilinguals show native-like performance on relative clauses but adult heritage speakers show an exaggerated subject preference in the interpretation of gaps. Finally, a structure that is not fully learned by child speakers may be reanalyzed by adult heritage speakers following general principles, thus bringing the adult heritage representation closer to that of the baseline (bilingual native speakers of their home language = adult heritage speakers ≠ child bilinguals). Heritage speakers’ production and comprehension of psychological predicates in Spanish illustrates this possibility.
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Silva-Corvalán, Carmen. "Simultaneous bilingualism: Early developments, incomplete later outcomes?" International Journal of Bilingualism 22, no. 5 (June 23, 2016): 497–512. http://dx.doi.org/10.1177/1367006916652061.

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Purpose: Research on the language of heritage speakers has shown that in situations of societal bilingualism the functionally restricted language evidences the simplification of some grammatical domains. A frequent question is whether this stage of grammatical simplification is due to incomplete or interrupted acquisition in the early years of a bilingual’s life, or a result of processes of attrition of acquired knowledge of the underused language. This article considers the issue of incompleteness through an examination of the relationship between bilingual children’s developing grammars and the more or less changed bilingual systems of adult second and third generation immigrants (“heritage speakers”) in the USA. Methodology: The issue of incompleteness is examined in two corpora: (1) Recordings of 50 Spanish-English adult Mexican-American bilinguals; and (2) Longitudinal data obtained during the first six years of life of two Spanish-English bilingual siblings. Data analysis: Qualitative and quantitative analyses of the grammar of subjects, verbal clitics, and verb tenses of the Spanish of the bilinguals under study. Findings: The outcome of reduced exposure and production of a minority language in simultaneous bilingual acquisition reflects the incomplete acquisition by age 6;0 of some aspects of the input language. The bilingual siblings’ unequal control of the minority language is shown to parallel the range of proficiencies identified across the adult heritage speakers. Significance: Some linguists argue that heritage speakers’ grammars are less restrictive or “different” in some respects but not incomplete. In contrast, this article demonstrates that at least some of the reduced grammars of heritage speakers result from a halted process of acquisition in the early years of life. Furthermore, while difference is not an explanatory construct, incomplete acquisition due to interrupted development caused by restricted exposure and production offers an explanation for the range of proficiencies attested among adult heritage speakers.
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Rinke, Esther, Cristina Flores, and Aldona Sopata. "Heritage Portuguese and Heritage Polish in Contact with German: More Evidence on the Production of Objects." Languages 4, no. 3 (July 10, 2019): 53. http://dx.doi.org/10.3390/languages4030053.

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This paper compares the production of different types of direct objects by Portuguese–German and Polish–German bilingual school-aged children in their heritage languages (HLs), Polish and European Portuguese (EP). Given that the two target languages display identical options of object realization, our main research question is whether the two HLs develop in a similar way in bilingual children. More precisely, we aim at investigating whether bilingual children acquiring Polish and EP are sensitive to accessibility and animacy when realizing a direct object in their HL. The results of a production experiment show that this is indeed the case and that the two groups of bilinguals do not differ from each other, although they may overgeneralize null objects or full noun phrases to some extent. We conclude that the bilingual acquisition of object realization is guided by the relevant properties in the target languages and is not influenced by the contact language, German.
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Montrul, Silvina. "Heritage language development: Connecting the dots." International Journal of Bilingualism 22, no. 5 (July 18, 2016): 530–46. http://dx.doi.org/10.1177/1367006916654368.

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To date, the vast majority of research on the linguistic abilities of heritage speakers has focused on young adults whose heritage language is no longer developing. These adults began their journey as bilingual children acquiring the heritage language with the majority language simultaneously since birth or sequentially, as a second language. If longitudinal studies are not always feasible, linking research on the structural development of bilingual pre-school children with research on young adult heritage speakers adds a much needed perspective to understand the initial state and the end state of heritage language development. The purpose of this study is to connect the beginning of heritage language development with its ultimate attainment by comparing the expression of subjects in Spanish in 15 school-age bilingual children and 29 young adult heritage speakers, all of them simultaneous bilinguals with English as the dominant language and Spanish as the weaker language. The oral production of null and overt subjects by child and adult heritage speakers was compared to that of age-matched monolingual speakers in Mexico (20 children, 20 adults). To provide a wider context the study includes a group of 21 adult immigrants, who could also potentially influence the input to the heritage speakers. The results confirm that discourse pragmatic properties of subject expression in Spanish are vulnerable to incomplete acquisition and permanent optionality in child and adult bilingual grammars.
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Rose, Karen, Sharon Armon-Lotem, and Carmit Altman. "Profiling Bilingual Children: Using Monolingual Assessment to Inform Diagnosis." Language, Speech, and Hearing Services in Schools 53, no. 2 (April 11, 2022): 494–510. http://dx.doi.org/10.1044/2021_lshss-21-00099.

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Purpose: Diagnostic tools developed for monolinguals are frequently used for bilingual linguistic assessment. The absence of evaluation criteria for using monolingual norms for bilinguals contributes to inconsistent diagnostic procedures, impacting research and clinical practice. This study considers the reliance on monolingual tools to assess the heritage language to identify bilingual atypical language development (ALD) even when bilingual norms are available for the societal language. Method: One hundred thirty-one English–Hebrew bilingual children aged 5;6–5;11 (years;months) were assessed using diagnostic tools. Bilingual standards are available for the societal language but not for the heritage language. Fifteen English–Hebrew bilingual children were suspected of ALD. They were individually compared with 116 typically developing bilingual peers. The Core Language Score and seven subtest standardized scores of the Clinical Evaluation of Language Fundamentals Preschool–Second Edition were analyzed in the heritage language, English. Results: Results revealed that a composite score used for differential diagnosis in monolingual children cannot be relied upon for bilingual children. Measurements vary in their diagnostic accuracy, with Concepts and Following Directions (comprehension of instructions), Receptive and Expressive Word Classes (lexicon), and Sentence Repetition (syntax) being the most promising for identifying ALD in bilingual children. Lastly, bilingual children's age of onset of bilingualism must be considered in the analysis of linguistic outcomes. Conclusions: Findings elucidate that monolingual assessments for heritage speakers must consider bilingual models of development to ensure a reliable and informative diagnosis. Interacting factors, such as reliance on language-specific knowledge and the recruitment of other nonlinguistic processing skills, may influence a measurement's sensitivity. The findings are pertinent to the practice of speech-language pathologists, informing evidence-based assessment procedures for bilingual children. A group study to determine whether the suggested bilingual standards can identify ALD with acceptable specificity and sensitivity is now recommended.
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Cummings Ruiz, Laura D., and Silvina Montrul. "Assessing Rhotic Production by Bilingual Spanish Speakers." Languages 5, no. 4 (November 3, 2020): 51. http://dx.doi.org/10.3390/languages5040051.

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Due to its articulatory precision, the Spanish rhotic system is generally acquired in late childhood by monolingually-raised (L1) Spanish speakers. Heritage speakers and second language (L2) learners, unlike L1 speakers, risk an incomplete acquisition of the rhotic system due to limited Spanish input and possible phonological interference from English. In order to examine the effects of age of onset of bilingualism and cross-linguistic influence on bilinguals’ rhotic productions, twenty-four adult participants (six sequential bilingual heritage speakers, six simultaneous bilingual heritage speakers, six L1 Spanish speakers, six L2 Spanish learners) were audio recorded in a storytelling task and a picture naming task. The alveolar taps [ɾ] and alveolar trills [r] produced in these tasks were examined according to duration of the rhotic sound and number of apical occlusions. Results showed that the sequential bilinguals, but not the simultaneous bilinguals or the L2 learners, patterned similarly to the L1 Spanish speakers in their production of taps and trills. Neither heritage group produced the English alveolar approximant [ɹ]; the L2 learners, on the other hand, did produce [ɹ] when speaking Spanish. The results of this study suggest that early language input can affect the production of sounds that are acquired in late childhood.
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LLEÓ, CONXITA. "Aspects of the Phonology of Spanish as a Heritage Language: from Incomplete Acquisition to Transfer." Bilingualism: Language and Cognition 21, no. 4 (August 7, 2017): 732–47. http://dx.doi.org/10.1017/s1366728917000165.

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The present study analyzes percentages of target-like production of Spanish spirantization and assimilation of coda nasals place of articulation, in three groups of bilingual children simultaneously acquiring German and Spanish: two very young groups, one living in Germany and another one in Spain, and a group of 7-year-old bilinguals from Germany. There were monolingual Spanish and monolingual German control groups. The comparison between groups shows that the Spanish of bilinguals is different from that of monolinguals; and the Spanish of bilinguals in Germany is different from that of bilinguals in Spain. Results lead to the conclusion that the Spanish competence of the bilinguals from Germany is still incomplete, and influenced by transfer of the majority language (German). Only bilingual children living in Germany show influence of the majority language onto the heritage language, whereas transfer does not operate on the Spanish competence of the bilingual children from Spain.
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Abbot-Smith, Kirsten, Patrycja Morawska-Patera, Magdalena Łuniewska, Megan Spruce, and Ewa Haman. "Using parental questionnaires to investigate the heritage language proficiency of bilingual children." Child Language Teaching and Therapy 34, no. 2 (June 2018): 155–70. http://dx.doi.org/10.1177/0265659018780958.

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We asked whether parental questionnaires on the heritage language proficiency of bilingual children might elucidate how proficient bilingual children are in their heritage language. We tested 20 UK-based Polish–English bilingual children between 4;5 and 5;9 years on Polish and English versions of the Cross-linguistic Lexical Tasks (CLTs). These comprise receptive and expressive picture tasks. Our bilingual group performed significantly worse on the Polish CLTs than on the English CLTs overall. They also performed significantly worse on the English CLTs than did an age- and gender-matched group of monolingual English-speaking children. Therefore our bilingual sample represent the type of bilinguals for whom education professionals have difficulty determining whether weak English is due to diminished English input vs. an underlying speech, language or communication need. Parents of the bilinguals completed a Polish adaptation of the Children’s Communication Checklist 2. They also completed the Parents of Bilingual Children Questionnaire (PaBiQ), which includes risk factor measures (‘No Risk Index’ and children’s ‘Current Language Skills’). The PaBiQ also includes measures of the Amount and Length of Exposure to the majority language (English) prior to age four as well as the Proportion of English in the current input. For the bilingual sample the CCC2 General Communication Composite (GCC), which measures structural language, significantly predicted Polish CLT production, uniquely accounting for 25% of the variance. The parent-rated PaBiQ ‘Current Polish Skills’ section predicted the Polish CLT comprehension. While the PaBiQ measure of Amount and Length of English Exposure was related to both Polish comprehension and production, it did not retain significance in a regression analysis. Therefore, parental questionnaires of the heritage language could provide a useful first step for education professionals when deciding whether to refer bilingual children for speech and language assessment. Large scale studies are needed to further develop these parental questionnaires.
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STOEHR, ANTJE, TITIA BENDERS, JANET G. VAN HELL, and PAULA FIKKERT. "Heritage language exposure impacts voice onset time of Dutch–German simultaneous bilingual preschoolers." Bilingualism: Language and Cognition 21, no. 3 (June 22, 2017): 598–617. http://dx.doi.org/10.1017/s1366728917000116.

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This study assesses the effects of age and language exposure on VOT production in 29 simultaneous bilingual children aged 3;7 to 5;11 who speak German as a heritage language in the Netherlands. Dutch and German have a binary voicing contrast, but the contrast is implemented with different VOT values in the two languages. The results suggest that bilingual children produce ‘voiced’ plosives similarly in their two languages, and these productions are not monolingual-like in either language. Bidirectional cross-linguistic influence between Dutch and German can explain these results. Yet, the bilinguals seemingly have two autonomous categories for Dutch and German ‘voiceless’ plosives. In German, the bilinguals’ aspiration is not monolingual-like, but bilinguals with more heritage language exposure produce more target-like aspiration. Importantly, the amount of exposure to German has no effect on the majority language's ‘voiceless’ category. This implies that more heritage language exposure is associated with more language-specific voicing systems.
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Lunde, Molly Perara. "Voice Onset Timing in the English of Spanish Heritage Speakers." Interacción 14 (October 1, 2015): 17–26. http://dx.doi.org/10.18041/1657-7531/interaccion.0.2334.

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The phonological system of bilinguals has been the subject of many recent studies. Several studies have specifically looked at Voice Onset Time (VOT) production in bilinguals in order to answer questions about the phonological system or systems of different types of bilinguals. For example, prior studies have looked at the effects of bilingual phonological production based on age of acquisition of a second language, cross-linguistic influence, and childhood experience with the language. This study will specifically examine the VOT production of a group of bilingual English-Spanish students who are enrolled in a Spanish as a Heritage Language Program (henceforth, SHL) at the University of New Mexico in Albuquerque, New Mexico. This population is of particular interest as Spanish and English have been in long-standing contact in this region of the country. This study will measure the VOT of this diverse group of bilinguals in order to assess whether and to what extent exposure to and/or proficiency in Spanish has an effect on the production of English VOTs in this region of the country.
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Dissertations / Theses on the topic "Heritage bilingual"

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Aktürk-Drake, Memet. "Phonological Adoption through Bilingual Borrowing : Comparing Elite Bilinguals and Heritage Bilinguals." Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-112792.

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In the phonological integration of loanwords, the original structures of the donor language can either be adopted as innovations or adapted to the recipient language. This dissertation investigates how structural (i.e. phonetic, phonological, morpho-phonological) and non-structural (i.e. sociolinguistic and psycholinguistic) factors interact in determining which of these two integration strategies is preferred. Factors that affect the accuracy of the structure’s perception and production in the donor language as a result of its acquisition as a second language are given special consideration. The three studies in the dissertation examine how the same phonological structure from different donor languages is integrated into the same recipient language Turkish by two different types of initial borrowers: elite bilinguals in Turkey and heritage bilinguals in Sweden. The three investigated structures are word-final [l] after back vowels, long segments in word-final closed syllables, and word-initial onset clusters. The main hypothesis is that adoption will be more prevalent in heritage bilinguals than in elite bilinguals. Four necessary conditions for adoption are identified in the analysis. Firstly, the donor-language structure must have high perceptual salience. Secondly, the borrowers must have acquired the linguistic competence to produce a structure accurately. Thirdly, the borrowers must have sufficient sociolinguistic incentive to adopt a structure as an innovation. Fourthly, prosodic structures require higher incentive to be adopted than segments and clusters of segments. The main hypothesis is partially confirmed. The counterexamples involve either cases where the salience of the structure was high in the elite bilinguals’ borrowing but low in the heritage bilinguals’ borrowing, or cases where the structure’s degree of acquisition difficulty was low. Therefore, it is concluded that structural factors have the final say in the choice of integration strategy.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted. 

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Nielsen, John B. "Spanish Heritage Bilingual Perception of English-Specific Vowel Contrasts." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6305.

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Theories of lexical storage differ in how entries are encoded in the lexicon. Exemplar-based accounts posit that lexical items are stored with detailed acoustic information, while abstract accounts argue that fine acoustic detail is removed and an item is stored in more basic phonological units. These separate accounts make distinct predictions about cross-linguistic and bilingual perception. Studies asking participants to compare non-native vowels have shown that people tend to associate multiple non-native phonemes to a single L1 phoneme when the contrast between the two does not exist in the L1. However, several studies have shown that the ability to discriminate sounds is never lost. A line of research has focused on how bilinguals perceive contrasts in their second language. One such study, Pallier et al. (2001) looked at early bilinguals of Spanish and Catalan, testing whether the native Spanish speakers, who were highly proficient in Catalan, perceived certain Catalan minimal pairs as homophones. Importantly, the contrasts of these minimal pairs were exclusive to Catalan. The native Spanish bilinguals heard pairs such as /neta/-/nεta/ in an audio-only lexical decision task (LDT), and showed responses to the second item that were not significantly different from actual item repetitions (i.e., /neta/-/neta/). These results were taken as evidence in favor of abstractionist models of lexical storage. This study was based on Pallier et al, (2001), examining instead the perceptions of heritage speakers of Spanish (HSSs) in the U.S., children of native Spanish speakers who get early and sustained exposure to their second language, English. Unlike the bilinguals studied in Pallier et al., heritage bilinguals receive little linguistic or social support for development of their first language. The L1 proficiency of adult heritage bilinguals varies considerably. In this study, a group of these HSSs participated in an LDT testing their perception of English-exclusive phonemic vowel contrasts (i.e., peak-pick). It was hypothesized that, like Pallier et al.'s highly proficient bilinguals, HSSs would show responses to the second item of these minimal pairs as if it were a repetition of the first. Results of the LDT did not confirm the hypothesis. The heritage Spanish speakers did not perform significantly differently from the native English controls on English-specific contrasts (p = .065), and it was found that the native English speakers showed higher priming on these minimal pairs than HSSs. These results run counter to those of previous studies, and may disfavor an abstract account of lexical storage. At the very least, the construct validity of this methodology is questionable when the control and experimental participants reverse hypothesized behavior.
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De, Pieri Ilaria <1996&gt. "Veneto as a Heritage Language: Exploring Aspectual Contrasts in Bilingual Speakers." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20558.

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The study investigates the competence of 20 English Heritage Speakers of Venetian in mastering the Imperfetto aspectual form. Participants have been divided in two groups according to their exposure to Venetian Dialect: Shorter Exposure (input of Venetian interrupted during school age) and Longer Exposure (exposure to Venetian not interrupted). Their results have been compared with a group of 5 Venetian native speakers. A background oral questionnaire and three oral tasks have been provided to tests participants’ ability in mastering Imperfetto and Passato Prossimo. It emerged that Shorter Group find difficult to use Imperfetto and tend to use more Passato Prossimo; Longer Group on the other hand, demonstrated good competence in using the two forms investigated. I argue that the overproduction of Passato Prossimo is due to the fact that English past tense (Past Simple) encode both Imperfect and Perfect aspect and because Imperfect aspect in English is not morphologically marked. I also argue that heritage speakers are use lexical aspect to determine the use of the preterit and imperfect
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Kweider, Nour Mohamad. "Reading comprehension among Arabic Heritage Language Learners and the Simple View of Reading model." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591602.

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The Simple View of Reading model (SVR) was used as a theoretical lens to explore some of the reading comprehension issues and challenges faced by Arabic Heritage Language Learners (HLLs) in the United States. This study investigated which of the two SVR model components, decoding and linguistic comprehension, is a better predictor of Arabic reading comprehension among HLLs. The study also examined if the level of reading proficiency affected the way the two components predict Arabic reading comprehension. To answer these questions, 70 participants from four different levels (i.e., fourth through seventh grade levels) from a southern California heritage language school were tested on one reading comprehension measure, one linguistic comprehension measure (i.e., a listening comprehension measure), and two decoding measures, word reading scores and spelling.

Results revealed that both components, linguistic comprehension and decoding, were equally significant predictors of reading comprehension in the overall sample accounting for 62% of the variance in reading comprehension. Moreover, the sample was then split into more skilled readers and less skilled readers. In the sample of less skilled readers, both linguistic comprehension and decoding were significant predictors of reading comprehension accounting for 42% of the variance in reading comprehension, with the spelling measure (i.e., decoding) being a slightly stronger predictor. In the sample of more skilled readers, only linguistic comprehension was a significant predictor of reading comprehension. However, when the decoding measure, spelling, was replaced with a fluency component (i.e., a fluency measure based on the recorded reading time of participants), both linguistic comprehension and the fluency component were equally significant predictors of reading comprehension accounting for 53% of the variance in reading comprehension.

Finally, additional preliminary observations and speculations were presented suggesting that: 1) the HLLs’ linguistic abilities may be closer to the abilities of second language learners; 2) the linguistic comprehension of HLLs may be influenced by multiple factors such as diglossia, language deterioration, and low oral proficiency; and finally, 3) the intertwined relationship between spelling and reading appeared to provide further insight into the literacy development of HLLs.

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Abdul, Bagi Samia. "WRITTEN DISCOURSE PRODUCTION OF BILINGUAL LEARNERS OF SPANISH: A COMPARISON BETWEEN HERITAGE AND NON-HERITAGE SPEAKERS AS A LOOK TO THE FUTURE OF HERITAGE LANGUAGE TEACHING." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/178013.

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Spanish
Ph.D.
With the purpose of understanding plausible reasons as to why Hispanics learners of Spanish, or heritage language learners (HLL), tend to obtain lower grades than their non-Hispanic counterparts (L2) in the same courses, forty-four students of Spanish (17 HLLs and 27 L2s) provided written production once a week for a period of six weeks. The data collected was analyzed in terms of error frequency in two main areas: orthography and morphology. The hypothesis proposed was that HLLs would have poorer orthographic performance than L2s given the informal aural input they have received at home before learning the language formally in an academic setting. Conversely, given the more complex nature of language morphology, which is believed to be acquired through long periods of time, HLLs, regardless of the informal context in their Spanish learning should show a more mature set of morphological constructions. Within the HL group, I looked at the correspondence between the orthographic and morphological performance of HLLs to the generation to which they belong. Although, the correspondence was not in the direction expected, there seems to be a correspondence in the opposite direction. The further away from the first generation the better orthographic and written performance HLs showed. One third generation HLL had fewer errors than first generation speakers. This tendency suggests that the term "heritage" has a referential value that goes beyond the linguistic realm. When comparing the written performance of the two groups, results did not show radical differences: orthographically L2s had fewer errors by 7% and morphologically HLLs had fewer errors by 14%. These results, however, to suggest that there is a difference in the Spanish competence of the two populations of learners that imply their learning of Spanish involve different needs, which should be considered for Spanish course design and curricula. The goals of this research is to point out that the teaching of Spanish as an HL should not be viewed as the teaching of Spanish as an L2.
Temple University--Theses
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Holmes, Bonnie Christina, and Bonnie Christina Holmes. ""I Understand Everything You Say, I Just Don’t Speak It": The Role of Morphology in the Comprehension of Spanish by Receptive Heritage Bilinguals." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625577.

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This study contributes to what is known about the nature of unbalanced bilingualism that emerges in language contact situations by examining the morphological knowledge of Spanish receptive heritage bilinguals (RHBs). RHBs were exposed to Spanish in their homes and communities but received formal schooling in English. These bilinguals have been described as being "on the verge of culminating the language shift towards English monolingualism" (Beaudrie, 2009a, p. 86), although despite this they report the ability to understand but not speak their heritage language. While the interpretation and production of inflectional morphology are difficult for more proficient heritage bilinguals (Montrul, 2008, 2009), little is known about the extent to which knowledge of morphology is measurable in HRBs or how it contributes to their ability to comprehend spoken Spanish. To answer these questions, 33 adult Spanish RHBs completed four, aurally-presented on- and off-line experimental tasks designed to assess their underlying grammatical competence, their receptive comprehension skills, and their proficiency without requiring that participants speak, read or write in Spanish. These tasks and the skills they assessed are listed below. 1) A self-paced, aural grammaticality judgment task examined whether RHBs have access to the rules that govern the well-formedness of specific inflectional morphemes, including gender and subject/verb agreement, as well as tense, aspect, and mood morphemes. 2) A morpheme interpretation task assessed whether RHBs interpret the meaning supplied by bound morphemes and distinguish between semantic contrasts. 3) A contextualized listening comprehension task measured the listening comprehension abilities of RHBs. 4) An elicited imitation task measured the proficiency of RHBs. The results of this study show that RHBs do have underlying morphological competence and are able to distinguish between grammatical and ungrammatical morphemes despite their limited language skills in other domains. Additionally, these bilinguals interpret the meaning supplied by bound morphemes, although access to the rules governing both the structure and the semantics of these morphemes decreases in accordance with the order in which they were acquired in childhood. RHBs understand the majority of what they hear when listening to spoken Spanish, and on average their proficiency ranges from low to intermediate levels. An analysis of the linear relationship between the results of the four experimental tasks revealed that the extent to which listening comprehension abilities and proficiency correspond to morphological knowledge in Spanish RHBs is dependent on the degree of access that these bilinguals have to the semantic information provided by functional morphemes. The results of this study show that while the core syntax of Spanish RHBs is intact, semantic knowledge may not have been mapped to certain morphemes during the acquisition process. These results are analyzed in tandem with various hypotheses that have been recently put forth to account for the linguistic outcomes of contact bilingualism, and an argument is made for considering heritage grammars as completely acquired but distinct language varieties.
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Park, Seong Man. "The linguistic and cultural influence of Korean ethnic churches on heritage language and identity maintenance among Korean Canadian students in Quebec." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86720.

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In this qualitative study, I explore the linguistic and cultural influence of Korean ethnic churches on Korean Canadian students' heritage language and cultural identity maintenance in Montreal. Despite the extensive involvement of Korean immigrants in ethnic churches, very little is known about the linguistic and cultural role of these churches for adult Korean immigrants, let alone for their younger generations who grow up in Canada. Therefore, my research questions focus on how Korean ethnic churches support heritage language and cultural identity maintenance for the younger generations of Korean immigrant families in the Montreal context. I employed an ethnographic and qualitative approach and elicited data from qualitative interviews, participant observation, and group discussions. Data collection took place over a four month period from January through April, 2008. The participants (n=37 in total) were Korean Canadian students who live in Montreal and attend a Korean ethnic church (n=15), their parents (n=10), heritage language and Bible study teachers (n=4), and pastors of the church and of other Korean ethnic churches in the city (n=4). Another group of Korean Canadian students who were not members of a Korean ethnic church was also included (n=4). The results of the study show that Korean ethnic churches in Montreal do indeed play important roles for the maintenance of the HL and cultural identity for the younger generations of Korean immigrant families as major ethnic community institutions. Thus, the Korean ethnic churches are found to have roles far beyond their original religious role. The findings of this study suggest that all the members of the Korean ethnic churches should be more aware of their responsibility for upholding the linguistic and cultural role of the Korean ethnic churches. In addition, all the members of the Korean ethnic churches should make better use of current institutional resources such as the use of heritage language within t
Dans cette étude qualitative, j'explore l'influence linguistique et culturelle des églises ethniques coréennes sur le maintien de la langue d'origine et de l'identité culturelle chez des étudiants canadiens d'origine coréenne à Montréal. Malgré l'implication importante d'immigrants coréens dans les églises ethniques, on en sait très peu au sujet du rôle linguistique et culturel de ces églises pour les immigrants coréens d'âge adulte, sans parler de leur rôle pour la nouvelle generation qui grandit au Canada. Par conséquent, mes questions de recherche se concentrent sur comment les églises ethniques coréennes supportent le maintien de la langue d'origine et de l'identité culturelle pour la nouvelle génération de familles immigrantes coréennes dans le contexte montréalais. A partir d'une approche ethnographique et qualitative, j'ai obtenu des données à partir d'entrevues qualitatives, d'observation participatoire et de discussions de groupe. La collecte de données se fit au cours d'une période de quatre mois entre janvier et avril, 2008. Les participants (n=37 au total) étaient des étudiants canadiens d'origine coréenne qui habitent Montréal et qui fréquentent une église ethnique coréenne (n=15), leurs parents (n=10), des enseignants de la langue d'origine et d'études bibliques (n=4), et des pasteurs de cette église ainsi que d'autres églises ethniques coréennes à Montréal (n=4). Un autre groupe d'étudiants canadiens d'origine coréenne qui ne sont pas membres d'une église ethnique coréenne fut aussi inclus (n=4). Les résultats de l'étude démontrent que les églises ethniques coréennes jouent en effet des rôles importants pour le maintien de la langue d'origine et de l'identité culturelle pour la nouvelle génération de familles immigrantes coréennes en tant qu'institutions communautaires principales. Alors, nous voyons que les églises ethniques coréennes ont des rôles qui surpassent largement leur rôle rel
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Kradinova, Larisa. ""What's Preached" vs. "What's Practiced": Language Views and Family Language Practices in Russian-English Bilingual Families." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193718.

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Although numerous studies have been done on language ideologies, bilingualism and effects of second language socialization on bilinguals' conceptualization in both languages, these three areas of research are almost never brought together in one study. This study is an attempt to investigate language views of adult Russian-English bilinguals and whether there are patterned differences in conceptualization of these views depending on the language chosen for discussion. The study also inspects whether the articulated language views are accurate predictors of actual literacy practices in Russian-English bilingual families and parental choices of maintaining/not-maintaining Russian in their children. Since the frames of reference are so different in Russia/Ukraine (where the participants came from) and the United States, the language views articulated by bilingual participants are compared to those expressed by Russian/ Ukrainians and Americans to see how the participants' views are influenced by the process of second language socialization.
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Joo, Hyungmi. "Biliteracy development a multiple case study of Korean bilingual adolescents /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117652969.

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Boruchowski, Ivian Destro. "Curriculum development in a heritage language community-based school: A Qualitative inquiry regarding a Brazilian-Portuguese program in South Florida." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1588.

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This research aimed to describe, understand, and discuss the curriculum development process of a Brazilian-Portuguese heritage language community-based school in South Florida. This study was guided by the following research questions: (a) What roles does this HL community-based school aim to play for its students? This investigation was also related to the subsidiary question: (b) How does this HL community-based school organize its curriculum development process? In order to explore these research questions, I observed and interviewed teachers and coordinators based on a qualitative research approach. I analyzed the interviews’ transcripts, and the program’s website with a central focus of describing and understanding their curriculum development process. Hopefully, the findings will help Brazilian and other HL community schools toward discussing and elaborating their own curriculum development, as well as to look for specific teacher training courses.
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Books on the topic "Heritage bilingual"

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L, Gordon Katherine, Ray Wayne, Panunto Anna Maria 1969-, and Ontario Poetry Society, eds. Cherish our heritage: Bilingual poetry anthology. London, Ont: Electronic Books in Print, 2004.

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Manitoba. Manitoba Education and Training. Policy for heritage language instruction. [Winnipeg]: Manitoba Education and Training, 1993.

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Donna, Brinton, Kagan Olga, and Bauckus Susan, eds. Heritage language education: A new field emerging. New York, NY: Routledge, 2008.

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Being bilingual: A guide for parents, teachers and young people on mother tongue, heritage language and bilingual education. Stoke-on-Trent: Trentham Books, 1995.

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Bilingual community education and multilingualism: Beyond heritage languages in a global city. Bristol: Multilingual Matters, 2012.

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Danesi, Marcel. Studies in heritage language learning and teaching. Toronto: Centro Canadese Scuola e Cultura Italiana, 1988.

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Ana, Roca, and Colombi María Cecilia 1955-, eds. Mi lengua: Spanish as a heritage language in the United States, research and practice. Washington, D.C: Georgetown University Press, 2003.

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Fairclough, Marta Ana, and Sara M. Beaudrie. Spanish as a heritage language in the United States: The state of the field. Washington, DC: Georgetown University Press, 2012.

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Fairclough, Marta Ana, and Sara M. Beaudrie. Spanish as a heritage language in the United States: The state of the field. Washington, DC: Georgetown University Press, 2012.

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J'aime New York: A bilingual guide to the French heritage of New York State = Guide bilingue de l'héritage français de l'état de New York. 2nd ed. Albany: State University of New York Press/Excelsior Editions, 2011.

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Book chapters on the topic "Heritage bilingual"

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Klee, Carol A. "Afterword. Migration, ethnic identity and heritage language maintenance of Spanish-speaking youth in English-speaking societies." In Bilingual Youth, 355–68. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.42.20kle.

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Henderson, Mary Hudgens, and Amber Hackman. "Critical Language Awareness in the K-12 Bilingual Classroom." In Heritage Language Teaching, 196–211. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003148227-14.

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Stransky, Daniela, Emma Donnelly, Cheyenne Stonick, María Dominguez, and Diego Pascual y. Cabo. "New media representations of Spanish heritage speakers." In Communicative Spaces in Bilingual Contexts, 32–44. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003227304-3.

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Bamyacı, Elif. "Review of Research on Heritage Bilingual Speakers." In Competing Structures in the Bilingual Mind, 57–73. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22991-1_4.

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Seals, Corinne A. "Discursive Techniques in Heritage Language Education." In Current Research in Bilingualism and Bilingual Education, 191–205. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92396-3_11.

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Toribio, Almeida Jacqueline, and Leah Durán. "Understanding and Leveraging Spanish Heritage Speakers’ Bilingual Practices." In The Routledge Handbook of Spanish as a Heritage Language, 284–98. New York, NY : Milton Park, Abingdon, Oxon, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315735139-19.

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García, Ofelia, Zeena Zakharia, and Bahar Otcu. "1. Bilingual Community Education: Beyond Heritage Language Education and Bilingual Education in New York." In Bilingual Community Education and Multilingualism, edited by Ofelia García, Zeena Zakharia, and Bahar Otcu, 3–42. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698018-003.

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He, Agnes Weiyun. "Chapter 8. Novices and Their Speech Roles in Chinese Heritage Language Classes." In Language Socialization in Bilingual and Multilingual Societies, edited by Robert Bayley and Sandra Schecter, 128–46. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596377-011.

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Křepelka, Filip. "Language Aspects of Legal Education and Research in Czechia: Recent Dominance of English in International Communication and Heritage of Other Languages in a Nominally Monolingual Country." In Bilingual Study and Research, 101–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84550-6_5.

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Stow, C., and S. Pert. "13. Phonological Acquisition in Bilingual Pakistani Heritage Children in England." In Phonological Development and Disorders in Children, edited by Zhu Hua and Barbara Dodd, 326–45. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598906-015.

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Conference papers on the topic "Heritage bilingual"

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Yeh, Yu-Ching, Ming-Chung Chen, and Hsiang-Ju Ho. "Design of Tablet Storybooks Adopting a “Universal Design for Learning” Approach to Assist Bilingual Learning." In Applied Human Factors and Ergonomics Conference. AHFE International, 2018. http://dx.doi.org/10.54941/ahfe100071.

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Prior studies have shown that information technology is effective for increasing children’s vocabularies and reading comprehension; however, its effects on bilingual or heritage language learning require further study. This article reports on a bilingual tablet storybook design using the Universal Design for Learning (UDL) approach. The electronic storybooks were written in two languages: Mandarin and Vietnamese. After the welcome page, the tablet storybooks include four parts: a story in Mandarin (including text and reading), a story in Vietnamese, Mandarin games, and Vietnamese games. The text contains frequently used vocabulary. The storybook apps provide the frequently used vocabulary with Mandarin and Vietnamese pronunciations and explanations (in picture, oral, and text forms). In the second part of the game, “Little Story Teller,” the tablet provides five different background pictures and the users select and arrange the objects and figures presented in the pictures. This study sheds light on the application of tablet storybooks to heritage language learning or bilingual learning. Tablet storybooks can serve as a supplement for bilingual or multilingual learning and encourage a learner-centered and self-directed mode of instruction.
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Hinman, Tierney. "Promoting Bilingual and Bicultural Well-Being: Application of Positive Education in a Heritage Language Program." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437035.

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Lee, Chaehyun. "Role of Immigrant Parents' Attitudes and Practices in Bilingual Students' Heritage Language Use and Translanguaging Performance." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681269.

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Suryanto, Agus, Yohanes Primadiyono, and Budi Sunarko. "Development of Information Services for Cultural Heritage Site Gedong Songo Temple through based Virtualization 3D Bilingual Technology and Location based Service." In The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and Application on Green Technology. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009011803830387.

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Suryanto, Agus, Yohanes Primadiyono, and Budi Sunarko. "Development of Information Services for Cultural Heritage Site Gedong Songo Temple through based Virtualization 3D Bilingual Technology and Location based Service." In The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and Application on Green Technology. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009011803940398.

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Lee, Chaehyun. "Emergent Bilinguals' Written Translanguaging Practices in a Heritage Language Classroom." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431184.

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