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have the final say in the choice of integration strategy.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.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>. "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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SpanishPh.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 tDans 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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Alvarez, Sara P. "NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS." UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.
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The demographics in the United States continue to show a dramatic increase of immigrant students who speak a language other than English at home (Smitherman; U.S. Census); however, schooling ideologies and practices continue to treat developing bilingualism as a detriment to students entering school rather than a resource (Canagarajah; Heath; Matsuda; Valdés et al; Richardson; Santa Ana; Street). In this case study, conducted in the “Nuevo New South” (Mohl; Rich and Miranda), I observed how bilingual music and play in school-like settings can promote bilingual literacy practices and bridge gaps between traditional schooling practices and communities ways of languaging. Engaging in structured music and play practices creates spaces that can generate moments of felicidad and meta-construction of heritage language users as bilinguals.
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Knopp, Eva M. [Verfasser]. "From Bilingual to Biliterate: Secondary Discourse Abilities in Bilingual Children’s Story Telling : Evidence from Greek Heritage Language Speakers in Germany and the United States / Eva M. Knopp." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1193391997/34.
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Yang, Chun-Ting. "Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462865990.
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Pedroarias, Ricardo José. "Organizational Assimilation through Heritage Language Programming: Reconciling Justice and Bilingualism." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/252.
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The purpose of this mixed-methods study was to analyze the effectiveness of a heritage language Spanish program from the standpoint of organizational, curricular, and cocurricular practices. In this study, heritage language study was defined as having an emphasis on maintaining cultural awareness and language needs (Beaudrie, 2009) through cultural mediation, in which the experiences and identity of students are developed as areas of strength in the educational experience (Bennett, 2003; Gollnick & Chinn, 2004; Lovelace & Wheeler, 2006). The setting for this mixed-methodology study was an all-male Catholic secondary school. The participants in this study numbered 78 students in the heritage language courses and 10 faculty and administration members. The data collected pointed to significant areas for growth in the school’s distinction between heritage language learners and native speakers.
The findings suggested the prevalence of the following themes: class and racial discrimination, student internalization of deficit thinking, and the power struggle between the power structure and Latino student population. The implications of this study were that the program would benefit from greater teacher preparation in terms of degree background, increased emphasis in activities that promote student verbal communication in the heritage language, and greater incorporation of varied classroom practices in order to empower students to achieve a proficient level of bilingualism and biculturalism.
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COSTA, FRANCESCA. "BILINGUALISM IN DIFFERENT CONTEXTS: ACADEMIC OUTCOMES IN PRIMARY SCHOOL CHILDREN." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/329993.
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I tre studi presentati nella tesi hanno esplorato diversi contesti di bilinguismo in Italia. Sono stati analizzati la relazione tra bilinguismo e doppia-alfabetizzazione e i loro effetti sugli apprendimenti scolastici. Ad oggi, l’educazione bilingue è ancora vista con scetticismo, sebbene anche come una risorsa. Il primo contesto è quello delle scuole di immersione Italiano-Inglese, dove i bambini sono educati in modo bilingue, con una continua e consistente esposizione alle due lingue. Il secondo è quello dei bambini immigrati, che imparano l’Italiano come seconda lingua nelle scuole pubbliche monolingui, e che vengono alfabetizzati solo in Italiano, oppure anche nella loro lingua madre (minoritaria). Gli studi hanno investigato lo sviluppo cognitivo, linguistico e delle abilità di lettura, e la relazione tra linguaggio e alfabetizzazione. I bambini delle scuole di immersione erano bilingui sequenziali precoci, esposti all’Inglese come seconda lingua (L2) entro i tre anni alla scuola dell’infanzia. I bambini immigrati erano bilingui sequenziali che vivevano stabilmente in Italia, con differenti lingue minoritarie, esposti all’Italiano come seconda lingua maggioritaria (L2) entro i cinque anni, in concomitanza con l’ingresso alla scuola primaria.
I risultati emersi dai due studi sui bilingui delle scuole di immersione hanno dimostrato che essi non sono disavvantaggiati né in ritardo rispetto ai pari monolingui Italiani nello sviluppo cognitivo, linguistico, narrativo e delle abilità di lettura. Essi inoltre migliorano in entrambe le lingue durante il percorso scolastico. Sono emerse correlazioni positive tra le performance di lettura e linguaggio in Italiano e in Inglese, a supporto delle evidenze sul transfer di abilità dall’Italiano L1 all’Inglese L2. Infine, le abilità linguistiche correlano con quelle di lettura nella stessa lingua, a conferma che l’età di prima esposizione bilingue impatta positivamente sugli apprendimenti, ove il linguaggio orale supporta lo sviluppo delle abilità di lettura (così come le abilità mnestiche). In conclusione, il metodo di immersione Italiano-Inglese non rappresenta uno svantaggio per l’acquisizione e lo sviluppo degli apprendimenti nei bambini, che anzi raggiungono buone capacità linguistiche di lettura. L’immersione bilingue rappresenta dunque un affidabile sistema educativo, che offre grandi opportunità per il futuro dei nostri bambini.
I risultati raggiunti dallo studio sui bilingui immigrati hanno dimostrato un vantaggio a livello dell’intelligenza non verbale a favore dei bi-alfabetizzati, rispetto a quelli istruiti solo in Italiano L2 (mono-alfabetizzati). Al contrario i bilingui mono-alfabetizzati hanno ottenuto migliori performance al test di memoria a breve termine. I bilingui bi-alfabetizzati hanno dimostrato un vantaggio rispetto ai mono-alfabetizzati nella comprensione scritta, abilità fondamentale per lo studio e il successo scolastico, sebbene non nelle abilità di lettura nel loro complesso. Nessuno svantaggio comunque è emerso nelle misure di velocità e accuratezza in lettura nei bi-alfabetizzati. Infine, le abilità cognitive e linguistiche correlano con quelle di lettura. Anche se potrebbe non esserci un vantaggio globale su tutti i parametri considerati, educare i bilingui immigrati anche nella loro L1 sembra potenziare alcune abilità cruciali per il loro successo scolastico, e non inficia lo sviluppo degli apprendimenti in Italiano.
Implementare l’immersione bilingue e la doppia-alfabetizzazione nelle politiche educative Italiane sembra essere una scelta vincente da sostenere. Entrambi i sistemi educativi bilingui considerati si sono dimostrati efficaci, e rappresentano un’esperienza educativa positiva, di cui le future generazioni possono e dovrebbero giovare.The three studies presented in this thesis aimed at exploring different contexts of bilingualism in Italy. We explored the relationship between bilingualism and biliteracy and their effects on academic outcomes. For educational stakeholders, biliteracy is partly perceived with concern, partly considered a resource. The first context studied in this project are Italian-English immersion schools, where children are educated bilingually, being consistently and continuously exposed to both languages. The second context focuses on immigrant children (heritage bilinguals), who learn Italian as a second language in mainstream monolingual, public schools, and receive formal reading and writing instruction only in Italian or additionally in their respective mother language (minority language). The studies investigated cognitive, linguistic, and reading development, and the relation between language and literacy. Children in immersion schools were early sequential bilingual, exposed to English as a second language (L2) by the age of three in kindergarten. Heritage bilinguals were sequential bilinguals living stably in Italy, with heterogeneous minority languages, and exposed to Italian as a second-majority language (L2) at last from the age of five, when starting Italian public primary school. The results from the two studies with children in Italian-English immersion programs showed no disadvantage or delay in their cognitive, linguistic, reading, and narrative development in Italian (L1) compared to Italian monolinguals and an improvement in both the languages across grades. Positive correlations were found between Italian and English performances in reading and language measures, supporting the evidence of a presumable transfer of skills from Italian L1 to English L2. Finally, language abilities in one language correlated with reading abilities in the same language, confirming that the age of first oral bilingual exposure impacts literacy development, with oral language supporting reading development (as well as memory skills). We concluded that Italian-English immersion education does not disadvantage literacy acquisition in children, but they obtain a good language proficiency and reading development. Bilingual immersion education represents a reliable education system, which gives access to many possibilities for children’s future. The results from the study with immigrant bilinguals showed that children who were instructed in both their languages (biliterates) performed better in the non-verbal intelligence test than those literate only in Italian L2 (monoliterates). In contrast, monoliterates were better at short-term memory. Biliterate bilinguals did not performed better than monoliterates in general reading skills, but in reading comprehension, which is generally considered a fundamental ability for academic success. However, no disadvantages emerged for the biliterate children in reading speed and accuracy. Finally, the cognitive and language measures correlated with reading proficiency measures. Even if there might not be a comprehensive advantage in all the reading measures, educating heritage bilinguals also in their L1 enhances some crucial skills for their academic success and does not hamper literacy development in Italian. Sustaining bilingual immersion and a biliteracy route to learning appears to be an excellent choice to be implemented in Italian educational policy. Bilingual immersion programs and immigrant children's biliteracy education showed to be both effective and represent a beneficial educational experience for future generations of children.
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Kimble, Fabiola Milla. "Designing a curriculum to engage heritage speakers in a Spanish classroom." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592312896131526.
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Pert, Sean. "Bilingual language development in Pakistani heritage children in Rochdale UK : intrasentential codeswitching and the implications for identifying specific language impairment." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/2230.
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This research aimed to describe the patterns of language development and frequency of codeswitching in Pakistani heritage children. Receptive and expressive language skills of 167 participants aged between 2;6 and 7;2 were sampled in their home language, Mirpuri, Punjabi or Urdu. In terms of MLU, Mirpuri children developed language in the same way as their monolingual English peers with comparable scores for children aged 3;0 to 4;5. Expressive language samples contained a high frequency of intrasentential codeswitching with a stable mean of between forty and fifty percent of multiword utterances. Data were examined using the Matrix Language Frame (MLF) and 4-M models (Myers-Scotton 2006, 2002, 1993) and found generally to conform to adult codeswitching patterns. Noun insertion was more frequent than verb insertion. A monolingual frame language was employed for over ninety eight percent of utterances, even when English verbs were incorporated into Mirpuri utterances. A Mirpuri compound verb structure consisting of noun plus an operator was a common site for codeswitching. First described by Romaine (1986) in adult Panjabi codeswitching, the Mirpuri noun was often replaced by an inserted English noun or verb. Forty five novel codeswitched compound verbs were found in the data, nineteen formed from an English noun plus a Mirpuri operator, and twenty six from an English stem verb plus operator. The large number of codeswitched compound verbs suggests that this structure is highly creative and novel verbs were not examples of borrowings. These findings challenge surface constraint codeswitching models and support the MLF and 4-M models. EAL acquisition was examined. Codeswitching from the home language into English was rare and EAL patterns contrasted with monolingual English acquisition patterns. Three case studies of children presenting with specific language impairment confirmed the hypothesis that codeswitching patterns may assist in identifying SLI in a child from this community.
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Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.
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Cervantes-Kelly, Maria Dolores. "Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195428.
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This mixed-method study investigated how and to what extent direct instruction in Spanish-English translation and interpretation affects the acquisition of academic language proficiency in both English and Spanish by Heritage Language Learners of Spanish (HLLS). The subjects of the quantitative part of the study were 24 participants who were from six high schools with a large number of minority students. These high schools were located in Tucson and Nogales, Arizona. The participants in the qualitative part of the study were six case study students, chosen from the whole group. The participants were enrolled in the 2006 annual 3-week Professional Language Development Program (PLDP), held in July at the University of Arizona. The PLDP's additive teaching translation and interpretation model engaged the participants in learning by not only the novelty of practicing real-life, challenging exercises in class, using their unique cultural and linguistic skills, but also by the dynamic collaborative learning environment. The improvement in the participants' academic language proficiency was assessed through individual interviews of six case study participants, their high school teachers, and the two PLDP instructors.The use of translation and interpretation to improve the HLLS's academic English (and Spanish) stands in stark contrast to the subtractive teaching English-as-a-Second-Language model that promotes English fluency at the expense of the heritage language. The study, therefore, expands research on minority HLL's cultural capital that is not utilized in American education, where limiting the use of bilingual education for English language learners is the norm. The success of the program was demonstrated by the students' newfound appreciation for their heritage language and culture, academic learning, motivation for higher education, and statistically significant gains in Cognitive Academic Language Proficiency (CALP; Cummins, 2000).
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Hussen, Hinda Mohammud. "Parents’ perspectives on raising bilingual and bicultural children in Sweden : a Somali Case study." Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-165619.
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This thesis is a case-study on bilingualism and biculturalism from Somalian perspectives. The aim of the present study is to explore raising bilingual and bicultural children in Sweden from parents’ views. It focuses on three questions: 1. What are the parental policies and strategies used to maintain one’s heritage language and culture, as well as to integrate into the society of a host country by learning its language and culture?; 2. How do parents think that their choices of upbringing might shape the everyday life of children?; and 3. What challenges do parents encounter when raising bilingual and bicultural children?. Qualitative data was collected based on individual in-depth interviews with six Somali parents living in Sweden, each parent having at least one child between the age of three and thirteen years old. A thematic analysis has been applied to the collected material. The findings of the present study show that, based on the parents’ viewpoints, maintaining the language entails preserving the cultural identity. This perspective-based study also found that heritage language maintenance is a collective task between all family members when looking at parent-child interactions, and children are active agents who can negotiate language choice and use at familial settings. Parents believe that successful bilingualism is crucial for their children’s everyday lives in terms of family and community ties, understanding different people and cultures, career prospects, to name a few while, children with insufficient knowledge of heritage language are bullied and isolated within the same ethnic group. However, the study findings suggest further investigation on how gender ideologies correlate with heritage language maintenance.
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Mattson-Prieto, Raquel. "Identity, Discursive Positioning, and Investment in Mixed-Group Spanish Language Classes: A case study of five heritage speakers." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/553710.
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SpanishPh.D.
Research in identity and heritage language (HL) education focuses on the experiences of heritage speakers (HS) and how certain classroom discourses can devalue the skills and proficiencies that they bring with them to the class (García & Torres-Guevara, 2010; Leeman, 2012; Showstack, 2016). These dominant and monoglossic language discourses often focus on the teaching and acquisition of a “standard Spanish language” (Train, 2007; del Valle, 2000). Although scholarship on HL education has long advocated for separate specialized courses to meet the needs of HSs (Potowski, 2002; Valdés, 1997), many HSs remain in courses designed for second language (L2) learners because institutions do not consistently offer specialized instruction. Some research has investigated the experiences of HSs in mixed L2-HL classes (Harklau, 2009; Potowski, 2002), but there is a need for an examination of the classroom discursive practices in courses tailored for L2 learners and how those practices shape how HSs of diverse backgrounds position themselves as Spanish speakers within and outside of the classroom. The present study explores the representation of identity among HSs enrolled in university-level Spanish language classes. This investigation examined the relationship between HSs’ perceived instructional objectives in a Spanish as a second language class, the ways HSs positioned themselves as knowledgeable of the language concerning these objectives, and finally, their subsequent investment in their Spanish studies. The data come from a classroom ethnography and were analyzed within a grounded theory methods approach (Glasser & Strauss, 1967) and showed the extent to which classroom activities were inclusive to HSs’ pedagogical needs. Further, from a social identity and positioning lens, I considered how language ideologies that value the standard linguistic repertoires of monolingual native speakers’ affected individuals’ perceptions and relationships to their heritage community, and the expert or novice identities they negotiated during social interaction. Classroom observations and interviews revealed that the instruction that HSs received often promoted a linguistic hierarchy that devalued the non-standard language forms that reflected the participants’ ethnolinguistic backgrounds. The findings show that each HS navigated classroom discursive practices and negotiated multilingual identities in interaction with their peers, teachers, and the curriculum in different ways. Some of the participants became ambivalent toward the language and its speakers as their backgrounds went unacknowledged in classroom practice, while others found value in the Spanish classes because of past experiences. Findings suggest that there is a need for methodologies in mixed-group classrooms that reflect and acknowledge the sociolinguistic variation of the class (Gutiérrez & Fairclough, 2006).
Temple University--Theses
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Lorenz, Eliane [Verfasser], and Peter [Akademischer Betreuer] Siemund. "The Use of Tense and Aspect in the Additional Language English by Monolingual Speakers and Bilingual Heritage Speakers / Eliane Lorenz ; Betreuer: Peter Siemund." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2020. http://d-nb.info/1216629358/34.
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Velazquez, Cristina. "REVOLUCIÓN DE IDENTIDAD: AN AUTOETHNOGRAPHY ON SPANISH HERITAGE LANGUAGE & IDENTITY." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/938.
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This autoethnography narrative examines my journey as a first-generation Mexican immigrant woman from birth, through completion of the doctorate degree at California State University, San Bernardino. The purpose in writing this autoethnography is to present a personalized account of my experiences growing up, in communicating between two languages, the structural and personal motivators behind maintaining a heritage language (Spanish), and to reflect, in my experience, how I have negotiated with multiple social identities, including ethnic, academic, and bilingual identities. In this self-study, I bring the reader closer to Mexican-American identity, language, and culture. Specifically, this qualitative analysis of Spanish Heritage Language (SHL) and identity will examine the following questions: a) How did I perceive and negotiate my bilingual identity?; b) What obstacles did I face when speaking English, Spanish or both?; c) What role does SHL have in identity development?
I have chosen a qualitative approach, specifically an autoethnography, to answer these questions in order to add to existing literature rooted in the lived experience of Spanish heritage language maintenance. This approach allows me to be the researcher, subject, and narrator of the study, and allows me to reflect on my education as a bilingual and bicultural immigrant student. The autoethnographer’s subjective experiences (my stories) become the primary data and encompass looking at a culture through the lens of the researcher. While searching for themes written in vignettes, my journey is an account of two worlds, which coexist, in the infinite intricacy of language learning, speaking, thinking, and being.
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Cherry, Leigh A. "Language Anxiety Among Heritage Speakers of Spanish on the Texas-Mexico Border." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2669.
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There is an increased need for bilingual education programs throughout the U.S. as a result of the increasing bilingual population, especially Spanish-English bilinguals. With the implementation of such programs there also exists the need to be aware of issues that affect bilinguals and their language learning experience. One of these issues that has been investigated among foreign language learners, but less among bilinguals, is the issue of language anxiety. This case study reports the findings gathered from classroom observations, a language survey, focus group interviews and teacher interviews in order to better understand the issue of language anxiety among heritage language learners on the border. The information gathered from student and teacher participants at a high school in South Texas describes students' language background and attitudes toward language learning as well as teachers' background, beliefs about language teaching. Results include responses from both students and teachers in reference to what creates language anxiety and what can be done in the classroom to mitigate its effects. Results indicate that language anxiety is not the issue of greatest concern, although some lower proficient bilinguals experience it. Rather, it was found that poor classroom management has the ability to affect nearly every other aspect of a language class, directly affecting language expectations, language use, classroom routine, attitudes, and even the level of language anxiety. Due to poor classroom management, a very low expectation has been set for these students and as a result, there is also a low percentage of students who experience language anxiety. Recommendations for improving bilingual language classes come from students' comments during focus group interviews.
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Paspali, Anastasia. "Gender agreement in Native and Heritage Greek: an attraction study." Doctoral thesis, Humboldt-Universität zu Berlin, 2019. http://dx.doi.org/10.18452/20795.
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Diese Dissertation betrachtet die Beziehung zwischen Parser und Grammatik bei Muttersprachlern (Native Speakers, NS) und Heritage- (Erb-) Sprechern (HS) des Griechischen, indem sie die Mechanismen untersucht, die einer pseudo-Lizenzierung bei Verletzungen der Kongruenz des grammatischen Geschlechts zugrunde liegen. Diese Verletzungen sind Fehler, die auftreten, wenn eine intervenierende Phrase (Attraktor) nicht mit den Genusmerkmalen des Kopfnomens übereinstimmt, ein Phänomen, das in der Literatur (Gender-)Agreement Attraktion, hier Attraktion von Genuskongruenz, genannt wird. Die Dissertation testet, ob eine solche Attraktion von Genuskongruenz im Griechischen vorhanden ist und ob ein- und zweisprachige Muttersprachler gleichermaßen anfällig für Fehler bei der Attraktion sind. Die Dissertation untersucht für die Gruppe der HS außerdem die Genuskongruenz beim Echtzeit-Sprachverstehen und -produzieren. In der Arbeit zeige ich, dass sowohl NS als auch HS anfällig für Attraktionsfehler bei der Genuskongruenz sind. Das zeigen die Reaktionszeitmuster und die Urteile. Gleichzeitig zeigten bei mündlichen Erzählungen beide Sprechergruppen die gleichen Übergeneralisierungsmuster für maskulines Genus bei belebten Nomen sowie bei mündlichen Erzählungen und beschleunigten Grammatikalitätsurteilen für Neutrum bei unbelebten Nomen. Zusammengenommen deuten diese Ergebnisse darauf hin, dass NS und HS anfällig für die Attraktion von Genuskongruenz sind und dass beide Gruppen ähnliche Hinweise zum Abruf des Genus verwenden und somit ähnliche Attraktionsmuster aufweisen. HS unterscheiden sich jedoch von NS in der Verarbeitung der Genuskongruenz an sich, insbesondere bei femininen Kopfnomen (markiertes Genus) in Objekt-Klitika, was darauf hindeutet, dass sowohl Markiertheit als auch Kongruenz an den Schnittstellen die Leistung von HS beeinflusst. Wenn Fehler auftreten, folgen beide Gruppen den gleichen Mustern der Übergeneralisierung.This dissertation explores the relationship between the parser and the grammar in Native Speakers (NSs) and Heritage Speakers (HSs) of Greek by examining the mechanisms underpinning the illusory licensing of gender agreement violations: errors occurring when an intervening phrase (attractor) mismatches the gender cues of the head noun, a phenomenon which is usually called (gender) agreement attraction. In this work, I show that both NSs and HSs are prone to gender agreement attraction errors in the nominal domain of Greek, as their reaction time patterns and (speeded or scaled) judgements revealed. At the same time, both groups showed the same overgeneralization patterns of the masculine value in agreement errors with animate nouns in their oral narrations, and of the neuter value with inanimate nouns in their oral narrations and their online speeded judgements. Taken together, these results suggest that NSs and HSs are prone to gender agreement attraction in Greek and that both groups employ retrieval cues similarly showing similar attraction patterns. However, HSs differ from NSs in the processing of gender agreement per se, particularly with feminine head nouns (marked gender value) on object-clitics, suggesting that markedness as well as agreement at Interfaces influence HSs’ performance. Finally, when errors occur, both groups follow the same overegeneralization patterns.
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Hussen, Hinda Mohammud. "CHILDREN’S PERSPECTIVES ON BILINGUALISM : A qualitative study on how Somali children talk about being bilingual in a Swedish context." Thesis, Linköpings universitet, Tema Barn, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-175545.
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This is a qualitative study on bilingualism from Somali children’s perspectives. It aims to examine how Somali-Swedish bilinguals understand their bilingual experiences in a Swedish context. It looks at questions that relate to their views on language use in family and peer group interactions, their attitude towards heritage language maintenance, and challenges they may face in their everyday bilingual experiences. Three interviews were carried out with six children of Somali background between the age of 12-15 years, interviewed in pairs, and the empirical data were subsequently analyzed thematically. The findings of the case study show that children have a high-level of awareness about achieving monolingual-like bilingualism. This is linked to their language investment in Somali and Swedish languages in order to be better members of both the Somali community and the Swedish society. From the interviews, it became clear that Somali and Swedish are equally important for their everyday life for a variety of reasons, including: maintaining healthy family relationships and bonds, continuing contact and ties with extended-family, developing ethnic and societal identities, and understanding and fostering friendship. However, many experienced challenges such as bullying and embarrassment as a result of, for instance, insufficient knowledge of their language or avoidance of using multiple languages in public for fear of being mocked. Furthermore, children are active agents in their learning and in acquiring proficiency in Somali and Swedish as they explain their choice of preserving their heritage while they negotiate with teachers to find a balance between language demands in the parental interactions and those with others in their ethnic group, and achieving native-like mastery of spoken Swedish.
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Baker, Adelita Gonzales. "Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799503/.
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Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals’ language use, personal Spanish language abilities and confidence, personal beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants’ grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students’ early childhood Spanish learning. Second, as to language preference, although participants perceived English to be the language with which they were most at ease, they were also confident in their Spanish conversational abilities. Third, with respect to perceptions of language abilities, Spanish 2Pre-AP students noticed an increased ability in listening, speaking, and writing the language. In both courses, students’ receptive ability was one of the highest abilities. Receptive bilinguals reflected a sense of pride and passion for the language. They desired to improve their language through their own self-motivation as a way to connect with family. Fourth, and finally, in reporting on course contentment, participants expressed overall contentment with the course, irrespective of the particular course in which they were enrolled; however, some did not agree that all curricular structures were to their benefit. Results indicate a need to place students with receptive bilingual skills in courses designed to meet their specific linguistic characteristics.
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Espinoza, Moore Jaime E. "Los Hispanohablantes de Herencia en las escuelas secundarias: El caso práctico de Worthington, Ohio [Heritage Spanish Speakers in Secondary School Settings: A Case Study of Worthington, Ohio]." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1275673327.
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Mathieu, Marie-Philip. "The Acquisition of Anaphora Resolution by French-Spanish Bilinguals." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35190.
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This study investigates the division of labor between null and overt pronouns in Spanish. The Position of Antecedent Hypothesis (Carminati 2002) posits that null and overt pronouns in null-subject languages differ with respect to antecedent choice in ambiguous constructions.
The objectives of this study are to determine i) to what extent native French speakers learning Spanish in adulthood can acquire the same interpretation bias as Spanish speakers, ii) if heritage speakers (HS) of Spanish who grow up in a French environment acquire the same interpretative strategies as native speakers, and iii) if the type of exposure to Spanish influences the extent to which HS and L2 speakers of Spanish acquire the PAH tendencies.
Fifty-nine participants (10 HSs, 23 L1 French and 26 L1 Spanish speakers) filled a questionnaire on language background, and completed a written production task and a self-paced judgement task.
Our results show that the French and HS’ answers were similar to those of the native speakers, except for the backward anaphora with the matrix subject as the antecedent of the overt pronoun. The French and HSs rated this type of sentence significantly higher than the native Speakers did, which suggests that while French speakers and HS might have acquired the bias for sentences with null pronouns, the bias might not be as strong for the anaphora with overt pronouns. Interestingly, the French speakers tend to be “better” than the HS at rating all sentences like the native speakers.
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Perini, Federica <1993>. "Cross-linguistic Structural Priming of the Dative Alternation in English-Italian Heritage Bilinguals." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/20766.
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The aim of this study was to investigate whether English-Italian heritage bilinguals share the abstract representations of certain syntactic structures across languages (Hartsuiker et al., 2004). A Structural Priming experiment with a Spoken Description Task was used to test whether the English dative alternation – Double Object (DO) / Prepositional Dative (PD) – primes dative constructions in Italian, in which only PDs are licensed, even though with a relatively unconstrained word order (e.g., “La ragazza ha dato un fiore alla maestra” or “La ragazza ha dato alla maestra un fiore”). While we predicted an overall higher production of Italian PD descriptions after English PD and DO primes, we also predicted that DO primes in English would influence the production of dative target descriptions in Italian, yielding unexpected target descriptions such as Shifted PDs or unlicensed DOs. Such results led to the hypothesis that priming of dative alternation between English and Italian occurs at different stages of language processing, i.e., at the conceptual or grammatical encoding level (Cai, Pickering, and Branigan, 2012). Furthermore, a comparative analysis of the dative target productions was conducted between English-Italian heritage bilinguals and English Late Learners of Italian as L2, who acted as a control group.
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Campbell, Tasha M., and Tasha M. Campbell. "Plural Formation by Heritage Bilinguals of Spanish: A Phonological Analysis of a Morphological Variable." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625354.
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This dissertation explores Spanish nominal plural formation from a morphophonological perspective. The primary objective is to better understand heritage bilinguals' (HBs') phonological categorization of the morphological element of number in their heritage language. This is done by way of picture-naming elicitation tasks of consonant-final nouns and through comparison with first language, Spanish-dominant speakers and second language learners. In addition to the sociolinguistic factors of linguistic experience and quantity of explicit input, lexical frequency and morphological word class are also assessed. The recorded responses from the 148 participants are coded and submitted to a series of binary logistic regression analyses in IBM SPSS Statistics. It is shown that HBs distinguish between different morphological classes and that this has a prominent role in the pluralization of consonant-final nouns in Spanish. Moreover, the present research details the use of not two but three productive plural markers for HBs in Spanish: -es, -s, Ø. The interface approach adopted in this dissertation is proven to more definitively explain plural formation as it examines the connectedness between phonology, morphology, and the lexicon, thus overcoming previous accounts which focused on the influences of these disciplines in isolation.
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Beaudrie, Sara Mariel. "Spanish Heritage Language Development: A Causal-Comparative Study Exploring the Differential Effects of Heritage Versus Foreign Language Curriculum." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194153.
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Dual tracks - for Foreign (FL) and Heritage languages (HL) - in Spanish language programs are becoming increasingly common in U.S. higher education institutions, although most only offer HL courses for intermediate and/or advanced learners. Few universities have incorporated specialized courses for receptive bilinguals into their programs. Contradictory arguments can be found in the HL education literature regarding the type of curriculum (FL or HL) that would best serve the pedagogical needs of these students (Carreira, 2004; Lipski, 1996; Potowski, 2005).This study attempts to offer insights into this discussion by examining the effects of these two types of curricula on the written and oral language development of three groups of learners: two groups of HL learners enrolled in HL and FL courses, and a group of FL learners taking the same FL courses. The purpose of this study is four-fold: 1) delineate a profile of receptive bilinguals; 2) measure changes in oral and written production and other language-related variables after one semester of instruction; 3) examine the students' level of satisfaction with the language curriculum; and 4) uncover linguistic differences between FL and HL learners. The data collection consisted of series of written and oral-elicitation tasks and online questionnaires at the beginning and end of the semester.The results showed that all groups made significant gains in writing fluency and complexity but only the HL group in the HL course significantly improved their writing accuracy. Both HL groups made greater gains in oral fluency and complexity than the FL group but the HL group in the HL course outperformed both groups in syntactic complexity gains. The HL group in the HL course showed the highest level of satisfaction and the greatest improvement in self-confidence and language attitudes but no differences in language use outside the classroom and self-evaluation of language abilities. The results offer implications for the inclusion of receptive bilinguals in HL programs, their language placement, and pedagogical and curricular practices most suitable for these students in the HL classroom.
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Obregon, Patrick Anthony. "Usage and Experiential Factors as Predictors of Spanish Morphosyntactic Competence in US Heritage Speakers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275996761.
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Ritucci, Raffaella. "Bambine e ragazzi bilingui nelle classi multietniche di Torino." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.
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Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft.The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.
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"The Grammar of Placement in Cantonese-English Bilingual Speakers: Heritage Speakers, migr Speakers, and Hong Kong Bilinguals." 2014. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1292580.
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Valença, da Silva Andreza. "Maintaining Brazilian Portuguese as a Heritage Language in a Bilingual French-English Environment." Thesis, 2014. http://spectrum.library.concordia.ca/978513/1/DaSilva_MSc_S2014.pdf.
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This study investigated thirty-six native speakers of Brazilian Portuguese – eighteen husband-and-wife couples –, with children between the ages of 1 and 13 years old, who have arrived in Montreal within the last ten years. The aim of the study was to find out these participants’ attitudes toward the maintenance of their heritage language, Brazilian Portuguese, their reasons for, and the strategies that were used for maintaining Brazilian Portuguese in Montreal, and whether there is a relation between child-raising styles and the maintenance of Brazilian Portuguese as a heritage language. Data were collected via a questionnaire given to each participant individually. Analyses revealed that participants find it important that their children maintain the family language and that they have been successful in maintaining their mother tongue inside their homes. The home is the most important strategy in helping these Brazilian parents’ children to learn Brazilian Portuguese. My research project shows, along with other things, that some of these parents’ disciplinary strategies could contribute to the preservation of their heritage language.
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Garcia, Frazier Elena. "Concept-based teaching and Spanish modality in Heritage language learners: A Vygotskyan approach." 2013. https://scholarworks.umass.edu/dissertations/AAI3556249.
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This study analyzed how six Heritage language learners at the university level gained conscious awareness and control of the concept of modality as revealed in student verbalizations (Vygotsky, 1998) throughout five different written communicative events. This work took place in the only course designed for Heritage language learners at a large public suburban university in the Northeast part of the United States. Grammatical simplification in bilingual speakers is due to incomplete acquisition of Spanish, attrition or loss of an underused linguistic system (Lynch, 1999; Martínez Mira, 2009a, 2009b; Mikulski, 2010b; Montrul, 2007; Ocampo, 1990; Silva-Corvalán, 1990, 1994a, 1994b, 2003; Studerus, 1995). The result of the process of simplification is reduction or loss of forms and/or meanings. In this work, I investigated in which ways Gal'perin's (1989) systemic-theoretical organized instruction promoted awareness, control and internalization of the concept of modality in three sets of data: definition, discourse and verbalization (Negueruela, 2003). In addition, I examined how the concept of modality emerged and proceeded. By focusing students' attention in Negueruela's (2003) Concept of Mood in Spanish orienting chart in a top down fashion, students were able to strengthen their theoretical understanding in practical activity while still accessing empirical knowledge, and eventually generalizing its use in new contexts across nominal, adjectival and adverbial clauses. At the definition level, Gal'perin's Systemic-theoretical instruction promoted emergence and progress of their conceptual understanding from perceptual to semantic. At the discourse level, students' theoretically based semantic understanding had a positive impact as revealed in student's discourse progress throughout tasks. At the verbalization level, semantic, abstract and systematic verbalizations showed students' emergence of awareness of the interrelated categories of modality. The conceptual category of anticipation was appropriately verbalized and contextualized 68% of the time. The absence of quality verbalizations referring to a specific conceptual category in some students lead me to conclude that students did not fully understand the meaning of some conceptual categories. On the contrary, their presence in any of the tasks showed emergence of conceptual meaning(s) in appropriate contexts, further appropriate recontextualization may provide full awareness and control.
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Silver, Peter C. "“Our spiritual center”: Language ideology and personhood at a Chinese community heritage language school." 2003. https://scholarworks.umass.edu/dissertations/AAI3110554.
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This dissertation is an ethnographic study concerning language maintenance efforts at a Chinese heritage language school in a North American community. This research employs the construct of language ideology—members' common sense notions about language and language learning—to explore important aspects of what it means to speak, act, think, and feel like a member of the community. It is argued that the heritage language school is the center of a moral project helping to mediate cross-cultural experience so that children maintain positive social identities. Methodology involves discourse analysis and ethnographic observation. Interviews and texts are transcribed and analyzed to suggest structure and pattern. The analysis finds evidence to support the conclusion that notions of language and language learning reflect traditional patterns of Chinese thought and culture but that these are reconfigured to suit American circumstances. It is suggested that the subject position of Overseas Chinese helps members maintain stable notions of self as Chinese.
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Fisher, Ericka Jean. "A comparative study of underachieving and high achieving African heritage high school students." 2003. https://scholarworks.umass.edu/dissertations/AAI3078680.
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It was the purpose of this study to explore and compare the differences in self concept, academic behavior, and self-reported personal experiences, between a group of high achieving African heritage students and underachieving African heritage students. This study was designed in order to better understand the factors that contribute to the success or underachievement of African heritage students who are judged by their teachers to be academically capable of success. This is a comparative study, using a blend of qualitative and quantitative methodologies involving a sample of fourteen African heritage male and female high school students from one central Massachusetts high school. Data was drawn from focus groups, demographic profiles, and a self-concept assessment. This study was an exploratory study designed to identify factors related to black student academic achievement. The significant findings include differences in ethnic and linguistic background, participation in extracurricular activities, parental attitudes toward school, student attitudes toward school, and differences in the formation of goals. Based on this data one can conclude that the high achievers of African descent in this study are motivated and invested in their education as a result of various factors including family influences, self determination, and participation in organized extracurricular activities. One can also conclude that the underachievers in this study have been unable to achieve their full potential as a result of various factors that include family influences, peer influences, previous academic experiences, and lack of self motivation. This research can be beneficial to educators and researchers as they continue to unravel the complexities of academic achievement between and among students of color.
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"Language Policy, Ideology, and Identity: A Qualitative Study of University-Level Chinese Heritage Language Learners." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38405.
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abstract: This research investigates the experiences of Chinese heritage language learners (CHLLs) in a federally funded program of Teaching Chinese as a Foreign Language in the United States. Most pertinent studies on Chinese heritage language education focus on stakeholders such as teachers and parents. Instead, this study explores the agency of heritage language learners in their efforts toward heritage language maintenance. Adopting a three-pronged conceptual framework of language planning and policy as a sociocultural process, language ideology, and language identity, this study applies an ethnographically-informed qualitative approach to understanding how CHLLs develop and exercise implicit language policies—taken-for-granted norms about language that guide their language choices and practices—their language ideologies that undergird these policies and the relationship of these informal policies to these learners’ language identities.
This study suggests CHLLs participate in Chinese learning activities to reconnect to their family and culture. Their language maintenance efforts, however, do not necessarily change their language use dramatically. In CHLLs’ everyday social interactions, their language choices depend on the interlocutors, locations and topics of the conversation and are impacted by the dominant language ideologies toward Chinese and English. CHLLs’ Chinese language maintenance practices strengthen learners’ relationship with both the language and culture. But Chinese language can be absent from learners’ pursuit of their cultural heritage. Furthermore, the multilayered identities of CHLLs are constructed and negotiated in the heteroglossic and multicultural environments.
This is an endeavor in connecting the initiatives of increasing foreign language capacity at the national level with the efforts of maintaining heritage language at the individual level. This study can contribute to a holistic picture for teachers and parents to understand CHLLs’ language learning experience. It also offers strategies that can benefit heritage language education.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2016
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Lorenzen, Charla Neuroth. "The Spanish heritage language learning experience in the rural midwest: voices from a newly diverse small town." Thesis, 2005. http://hdl.handle.net/2152/2269.
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Matis, Anna Flora. "The art of saving a language : heritage language learning in America." Thesis, 2013. http://hdl.handle.net/2152/24063.
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The term heritage language (HL), which only emerged in the context of language policy during the 1990’s, refers to immigrant, refugee, and indigenous languages whose target group of learners have either previously learned the language as a first language (L1) or home language, or have some form of heritage connection to the language (Cummins, 2005). The bilingual nature of these individuals is ambiguous, as variables related to literacy and oral proficiency in the first language are significantly influenced by geographical, cultural, academic, and sociolinguistic factors prevalent to the context in which the speaker is situated. The topic of HL is the subject of a growing number of studies in second language acquisition as well as bilingual education. Given that an increasing number of immigrants from around the world continue to make the United States their place of permanent residence, the country’s educational focus needs to take into account the needs of heritage language learners (HLL), especially as that focus shifts from the exclusive teaching of foreign languages to incorporating the maintenance and linguistic competence of our multilingual inhabitants.text
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Falconi, Cecilia D. "Spanish Language of Heritage : a study of the extent of its development at a Chicago Public School /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337772.
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Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2008.Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4194. Adviser: Luis Miron. Includes bibliographical references (leaves 130-135) Available on microfilm from Pro Quest Information and Learning.
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Sheffield, Mariagrazia Marzono. "Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs." 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1305.
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The present study investigated the possibility of heritage language loss in
twenty students of Hispanic origin, selected from six second-grade classrooms in one
elementary school of a large district in the Dallas-Fort Worth area. Ten students were
enrolled in Transitional Bilingual Education (TBE) classes and ten students were
enrolled in English as a Second Language (ESL) classes, during the academic year
2004-2005.
Oral Reading Fluency (ORF) in English and Spanish were measured over a
short-term progress monitoring period (i.e. sixteen consecutive weeks), and over a
long-term follow-up period (i.e. nine and twelve months later, respectively). To answer
the first research question on the amount and type of growth in English and Spanish
ORF demonstrated by the students over time, two main types of analyses were
conducted: a) time series analysis of group improvement trends, and b) Analysis of
Variance (ANOVA) on individual student slope coefficients.
Results from quantitative analyses revealed that both groups of students
improved in English reading over time. However, when considering the long-term
progress, the TBE group demonstrated a faster rate of improvement in English reading
when compared to the ESL group and also to their own Spanish reading. As for the ESL group, the students reached a plateau of performance in Spanish, indicating, at
best, minimal skills in the heritage language while continuing to progress in English.
To answer the second research question, regarding parents’ beliefs on
bilingualism and maintenance of the heritage language in their children, semistructured
Parents’ Interviews (PI) with open-ended questions were conducted.
Results from qualitative analyses revealed three major themes: Both sets of
parents believed in the connection between the native language and increased life
opportunities, the TBE parents affirmed the heritage language as symbol of their
cultural identity, and the ESL parents acknowledged their children’s native language
loss.
Findings from this study suggest that students instructed in their native
language in the early elementary years appear to have a better chance of maintaining
their heritage language over time, when compared to students instructed solely in
English.
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"Russian Language Maintenance among Children from Immigrant Families in Saskatchewan." Thesis, 2016. http://hdl.handle.net/10388/ETD-2016-03-2494.
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The study investigates prediction factors of children's proficiency in Russian among children from Russian-speaking families in Saskatchewan. For that purpose, 5-7 year old children and their parents were interviewed about their language use, proficiency, and language attitudes, as well as children's Russian language proficiency was measured and compared to monolingual children in Russia.
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"Raising Children Bilingually in Mixed Marriages: Stories of Four Vietnamese-Caucasian Families." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.14399.
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abstract: This study examines the experiences of parents in mixed marriages (Vietnamese married to non-Vietnamese) raising their children in the United States. Specifically, this study focused on what factors influence parents' development of family language policies and patterns of language use. While research has been done on language policy and planning at the macro-level and there are an increasing number of studies on family language policy at the microlevel, few studies have focused on couples in mixed marriages who are heritage language speakers of the language they are trying to teach their children. This study used both surveys and interviews to gather data about parents' beliefs and attitudes towards bilingualism and the heritage language (HL), strategies parents are using to teach their children the HL, and major challenges they face in doing so. There were three main findings. First, parents without full fluency in the HL nevertheless are able to pass the HL on to their children. Second, an important factor influencing parents' family language policies and patterns of language use were parents' attitudes towards the HL--specifically, if parents felt it was important for their children to learn the HL and if parents were willing to push their children to do so. Third, proximity to a large Vietnamese community and access to Vietnamese resources (e.g., Vietnamese language school, Vietnamese church/temple, etc.) did not assure families' involvement in the Vietnamese community or use of the available Vietnamese resources. The findings of this study reveal that though language shift is occurring in these families, parents are still trying to pass on the HL to their children despite the many challenges of raising them bilingually in the U.S.Dissertation/Thesis
Ph.D. Curriculum and Instruction 2011
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Xie, Mianmian. "First language maintenance and attrition among young Chinese adult immigrants a multi-case study /." Doctoral thesis, 2010. http://hdl.handle.net/10048/1070.
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Thesis (Ph.D.)--University of Alberta, 2010.A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Elementary Education, University of Alberta. Title from pdf file main screen (viewed on April 29, 2010). Includes bibliographical references.
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Miękisz, Aneta. "Zasób słownictwa we wczesnej dwujęzyczności u dzieci przyswajających język polski na emigracji." Doctoral thesis, 2016. https://depotuw.ceon.pl/handle/item/2214.
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W niniejszej pracy podjęto problem wczesnego rozwoju wybranych kompetencji językowych u dzieci pierwszego pokolenia polskich emigrantów w Wielkiej Brytanii i Irlandii. Porównano je do rozwoju językowego dzieci jednojęzycznych wychowywanych Polsce. Istotnym aspektem badań z punktu widzenia teorii było uwzględnienie wczesnej dwujęzyczności przyswajania językowego dzieci w warunkach, w których język używany w domu jest językiem mniejszości. Z uwagi na brak (według naszej wiedzy) tego typu badań dla języka polskiego lub innego języka słowiańskiego, analizy miały przede wszystkim charakter eksploracyjny. Zaprezentowane zostały badania z użyciem polskiej i angielskiej wersji językowej kwestionariusza McArthur Bates Communicative Developmental Inventory (MB-CDI) i kwestionariusza KRiJ (Kwestionariusz: rozwój dziecka i jego zaplecze językowe). Obejmowały one zasób słownictwa czynnego, kompozycję słownika umysłowego, łączenie słów oraz charakterystykę kontaktu z każdym z języków wraz z oceną wpływu zróżnicowanego kontaktu językowego na rozwój zasobu słownictwa czynnego. Dodatkowo przeprowadzono eksplorację czynników ujętych w danych z KRiJ, w celu sprawdzenia, które z nich są powiązane z niższym zasobem słownictwa. Wyniki wskazują, że dzieci przyswajające język polski w warunkach wczesnej dwujęzyczności nie mają takich samych kompetencji w tym języku w zakresie zasobu słownictwa czynnego, wybranych kategorii semantycznych i łączenia słów, jak dzieci wychowywane w Polsce. Wszystko wskazuje jednak na to, że tendencja rozwojowa jest taka sama, chociaż w odniesieniu do łączenia słów przebiega z pewnym opóźnieniem. Analizy kontaktu z każdym z języków i zasobu słownictwa czynnego wskazują, że grupa dzieci z rodzin polskich wychowywanych za granicą przyswaja język pierwszy dwujęzycznie. Dane potwierdzają, że już na tak wczesnym etapie rozwoju językowego w rodzinach z dominującym użyciem języka społecznej mniejszości, obserwujemy statystycznie istotne różnice pomiędzy wynikami dzieci z Polski i wychowywanymi w warunkach emigracji. Zaobserwowano różnice zarówno dla ogólnego wskaźnika pomiaru zasobu słownictwa czynnego, jak i w poszczególnych kategoriach wyszczególnionych w IRMiK (semantycznych i częściach mowy). Co więcej, różnice te w odniesieniu do ogólnego wyniku dla zasobu słów były istotne we wszystkich wyróżnionych grupach wiekowych (22-26; 27-31; 32-38 miesięcy). Dzieci uzyskały niższe wyniki niż ich rówieśnicy w Polsce, pomimo tego, że aż 96% rodzin deklaruje zdecydowaną dominację języka polskiego. Dzieci miały nieróżnicujący zasób słów przy uwzględnieniu wyników z obydwu języków razem. Różnice zaobserwowano jednak w zasobie słownictwa pojęciowego. Używanie przede wszystkim języka ojczystego w środowisku domowym dzieci wychowywanych w warunkach emigracyjnych nie daje pewności, że osiągną one takie same kompetencje w tym języku, jak dzieci jednojęzyczne. Potrzebne jest dodatkowe wsparcie rozwoju języka rodzimego.In the following thesis we examine an early language development of Polish children living in UK and Ireland whose parents are first generation immigrants. They were compared to monolingual peers living in Poland. The relevant issue, from a theoretical point of view, was the investigation of early bilingual language acquisition. Due to (to the best of author’s knowledge) the lack of similar studies for Polish or other Slavic languages, our study was primarily exploratory. The expressive vocabularies were assessed using Polish and when relevant British English adaptations of the MacArthur-Bates Communicative Development Inventories (MB-CDI). General information and language exposition patterns were assessed by KRiJ (Questionnaire: Child development and its language resources). The assessment included expressive vocabulary, composition of mental vocabulary, word combination, characteristics of language exposition, the possible effect of diverse language exposition on the development of expressive vocabulary. Additionally, we explored factors (taken from the data collected in KRiJ) which might be related to lower vocabulary scores of bilingual group. Results indicate that children acquiring Polish language in early bilingual setting do not have language skills in Polish on the same level as Polish monolinguals living in Poland. The differences were observed in expressive vocabulary, investigated semantic categories, and early word combination. However, it seems that children in both groups have the same developmental tendency but the emergence of word combination is observed later. The investigation of language exposition patterns indicated that the children being raised in UK and Ireland can be considered as those who bilingually acquire first language. The results confirm that already, at such an early stage of their development in the environment where Polish is a minority language, we can observe significant statistical differences in total expressive vocabulary, as well as in investigated semantic categories and parts of speech. The observed differences were significant in all age groups (22-26; 27-31; 32-38 months). Their results were lower than those of their monolingual peers even though 96% of the families declared Polish to be the dominant language used at home. The differences were also observed in Total Conceptual Vocabulary but not in the Total Vocabulary (measures which considered both languages). Overall, results indicated the dominant use of Polish at home in an immigrant setting does not guarantee the attainment of the same language competence that is demonstrated by monolingual children. Additional support of the heritage language is needed.
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Sherkina-Lieber, Marina. "Comprehension of Labrador Inuttitut Functional Morphology by Receptive Bilinguals." Thesis, 2011. http://hdl.handle.net/1807/31939.
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This study examines knowledge of grammar by receptive bilinguals (RBs) - heritage speakers who describe themselves as capable of fluent comprehension in Labrador Inuttitut (an endangered dialect of Inuktitut), but of little or no speech production in it. Despite the growing research on incomplete acquisition, RBs have yet to be studied as a specific population.
Participants (8 fluent bilinguals, 17 RBs, 3 low-proficiency RBs) performed a morpheme comprehension task and a grammaticality judgment task. General measures of their comprehension and production abilities included a story retelling task as an overall assessment of comprehension, a vocabulary test, an elicited imitation task, and a production task. This data was complemented by language behaviour interviews.
The results showed that RBs have good, though not perfect, comprehension and basic vocabulary, but speech production is very difficult for them. They have grammatical knowledge, but it is incomplete: Knowledge of some structures is robust, and their comprehension is fluent (past vs. future contrast, aspectual morphemes); others are missing (temporal remoteness degrees); and yet for others (case and agreement), RBs have the category and know its position in the word structure, but have difficulty connecting the features with the morphemes expressing them. These findings explain the significant asymmetry between comprehension and production in RBs: In comprehension, incomplete knowledge may result in loss of some aspects of meaning, but in many cases it can be compensated for by pragmatic knowledge and extralinguistic context, while in production, it can result in the selection of an incorrect morpheme or inability to select a morpheme.
Low-proficiency RBs have partial comprehension, small vocabulary, and almost no production. They do not understand most functional morphemes; however, they show knowledge of the basic properties such as the position of the obligatory agreement marker on the verb.
This study provides data on an understudied language and an understudied population at the extreme end of unbalanced bilingualism. The findings have implications both for the psycholinguistics of bilingualism and for language revitalization, especially in the context of a language shift in indigenous language communities, where RBs are often the last generation to have competence in the indigenous language.
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Freitas, Maria João da Costa. "Aquisição de verbos da língua portuguesa, no primeiro ciclo de escolaridade, por crianças bilingues luso-alemãs e crianças monolingues alemãs." Doctoral thesis, 2015. http://hdl.handle.net/1822/38984.
Full textAbstract:
Tese de Doutoramento em Ciências da Linguagem (área de especialização em Linguística Aplicada).Com este estudo pretende-se analisar o processo de aprendizagem do verbo em português por crianças bilingues lusodescendentes e crianças que adquirem o português como língua estrangeira, durante a frequência dos terceiro e quarto anos de escolaridade, a frequentar o projeto bilingue de português-alemão, da Rudolf-Roß-Grundschule, de Hamburgo, Alemanha. Os trinta e nove alunos da amostra foram divididos em três grupos, com base em critérios pré-definidos, sendo o principal o grau de input ao português no seu quotidiano. Ao grupo 1 (G1) pertencem os alunos com exposição regular à língua, o grupo 2 (G2) tem um input mais irregular e esporádico à língua portuguesa e o grupo 3 (G3) é constituído por crianças cuja exposição significativa à língua ocorre exclusivamente em contexto escolar. Para o G3, a língua portuguesa é adquirida como língua estrangeira (PLE). O G1 e o G2 cresceram com exposição a duas línguas: o alemão, a língua dominante do meio envolvente, e o português, a língua de herança (LH). Os objetivos primordiais deste estudo prendem-se com a verificação da existência de diferenças entre os três grupos e a determinação da importância da exposição à língua na infância, no que concerne à aquisição/aprendizagem de propriedades centrais da flexão verbal. Procura-se ainda averiguar se a frequência no projeto bilingue impulsiona o desenvolvimento das competências linguísticas de todos os alunos e, caso este se verifique, em que aspetos ocorre. Os dados obtidos permitem afirmar que, quão maior e mais frequente é a exposição à língua de herança, mais rápido é o desenvolvimento do processo de aquisição de competências e estruturas linguísticas ao nível da classe verbal. Porém, a proximidade dos resultados obtidos pelo G2 e pelo G1 leva a concluir que o “tempo de exposição acumulado” à língua do G2 ao longo da infância é suficiente para desencadear um processo de aquisição do verbo semelhante ao do G1. Os alunos do G3 revelam uma evolução significativa de competências linguísticas. Em conclusão, há um desenvolvimento positivo da competência linguística dos falantes de herança e de PLE, indício de que a frequência no projeto bilingue revela ser uma mais-valia para todos.
This study is based on the analysis of the linguistic competence of bilingual Portuguese-German speaking children and children learning European Portuguese as a foreign language, regarding their knowledge of Portuguese verbs. The children are attending the third and fourth school grades in the Portuguese-German bilingual project, at the primary school Rudolf-Roβ, in Hamburg, Germany. The research group composed of thirty nine children was divided into three subgroups according to pre-established criteria, the main criteria being the amount of exposure to Portuguese in their everyday lives. Group 1 (G1) consists of children with regular input of Portuguese, followed by Group 2 (G2), whose pupils have sporadic contact with the Portuguese language and Group 3 (G3) composed of pupils whose contact with the Portuguese language is limited to the Portuguese-German bilingual class. The participants from G3 learn Portuguese as a foreign language, whereas the children from G1 and G2 grew up in contact with two languages, German, being the dominant language of their environment, and Portuguese, their heritage language. The key goals of this study are to determine the importance of language input during the childhood and if there are significant differences between the results of each group. Furthermore it intends to determine if attending the Portuguese-German bilingual project leads to an improvement of the verb knowledge and performance in Portuguese and if it does so, in which aspects it occurs. The results illustrate that a more intensive and regular language input will result in a faster development of verb acquisition skills. However, the similarity in results of G2 to G1 show that G2s “cumulative length of exposure” over time, appears to be sufficient to allow a similar verb acquisition process in both groups. The pupils from G3 exhibit a high development in their verb acquisition skills. Concluding, all groups reveal a positive development at the end of this study, which shows that attending the Portuguese-German bilingual project contributes to an increase of the language input and is valuable to all children.
Fundação para a Ciência e a Tecnologia (FCT) bolsa de Investigação com a referência SFRH/BD/46693/2008, com financiamento do POPH/FSE.