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Pascual y Cabo, Diego. "Examining the role of cross-generational attrition in the development of Spanish as a heritage language." Linguistic Approaches to Bilingualism 10, no. 1 (February 26, 2018): 86–108. http://dx.doi.org/10.1075/lab.15057.pas.
Повний текст джерелаАнотація:
Abstract The goal of this article is to contribute to the literature on heritage speaker bilingualism by weighing in on the current debate regarding the source(s) of heritage speaker linguistic differences. Focusing on Spanish dative experiencers -gustar-like verbs-, I report on production and comprehension data from heritage speaker children and adults, from monolingual children and adults, as well as from adult bilingual immigrants. The results show (i) comprehension differences from expected outcomes for all heritage groups but not for the adult monolingual and bilingual control groups, and (ii) significant variation in the adult bilingual immigrant group’s production of the dative marker ‘a’ in obligatory contexts. I posit that this variation is at least in part responsible for the heritage speaker outcomes observed.
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Montrul, Silvina. "Heritage language development: Connecting the dots." International Journal of Bilingualism 22, no. 5 (July 18, 2016): 530–46. http://dx.doi.org/10.1177/1367006916654368.
Повний текст джерелаАнотація:
To date, the vast majority of research on the linguistic abilities of heritage speakers has focused on young adults whose heritage language is no longer developing. These adults began their journey as bilingual children acquiring the heritage language with the majority language simultaneously since birth or sequentially, as a second language. If longitudinal studies are not always feasible, linking research on the structural development of bilingual pre-school children with research on young adult heritage speakers adds a much needed perspective to understand the initial state and the end state of heritage language development. The purpose of this study is to connect the beginning of heritage language development with its ultimate attainment by comparing the expression of subjects in Spanish in 15 school-age bilingual children and 29 young adult heritage speakers, all of them simultaneous bilinguals with English as the dominant language and Spanish as the weaker language. The oral production of null and overt subjects by child and adult heritage speakers was compared to that of age-matched monolingual speakers in Mexico (20 children, 20 adults). To provide a wider context the study includes a group of 21 adult immigrants, who could also potentially influence the input to the heritage speakers. The results confirm that discourse pragmatic properties of subject expression in Spanish are vulnerable to incomplete acquisition and permanent optionality in child and adult bilingual grammars.
3
Monobe, Gumiko, and Barbara L. Seidl. "“We have stories to share!”: Narratives of Identity and Perspectives of Japanese Descent Teachers in the USA." Journal of Family Diversity in Education 3, no. 3 (May 17, 2019): 88–111. http://dx.doi.org/10.53956/jfde.2019.143.
Повний текст джерелаАнотація:
As the number of immigrant children entering school systems increases across the globe, preparing teachers to support these children and their families is of critical importance. How to support and bring strength to English language learners (ELLs) and immigrant children is a new subject among the scholarship of teacher education, due to the increasing numbers of immigrant children. There are unique complexities that educators need to consider, including: (a) their own cross/bicultural, bilingual identity development, (b) their interpersonal relationship building, and (c) their hybrid experiences in a culturally and linguistically unfamiliar environment with other children and teachers in a new country.In this study, we focus mainly on three teachers who are Japanese descent and their support of Japanese immigrant students. Findings from this study suggest that the three teachers used their funds of knowledge (González, Moll, & Amanti, 2005) as immigrants and immigrant teachers to support their Japanese immigrant students in the following three categories: building interpersonal connections, cross-cultural mediation, and nurturing identity development in the context of hybridity and wholeness.
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Hoff, Erika. "Bilingual Development in Children of Immigrant Families." Child Development Perspectives 12, no. 2 (October 30, 2017): 80–86. http://dx.doi.org/10.1111/cdep.12262.
Повний текст джерела
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Smith, Giuditta, Roberta Spelorzi, Antonella Sorace, and Maria Garraffa. "Language Competence in Italian Heritage Speakers: The Contribution of Clitic Pronouns and Nonword Repetition." Languages 7, no. 3 (July 11, 2022): 180. http://dx.doi.org/10.3390/languages7030180.
Повний текст джерелаАнотація:
The linguistic profile of bilingual children is known to show areas of overlap with that of children affected by Developmental Language Disorder (DLD), creating a need to differentiate the profiles and provide clinicians with tools to evaluate bilingual speakers in both of their languages. Data from typical adult bilinguals provide a picture of the language of a bilingual speaker at the end of language development. The present work explores how clitic production and nonword repetition (NWR) behave in mature language systems in situations of bilingualism, aiming to provide initial data as a benchmark on Italian as a non-dominant language. Heritage speakers (HSs) of Italian were confronted with adult immigrants (AIs) who moved from Italy to an English-speaking country in adulthood. Clitic pronouns were found to be vulnerable in HSs, who produced approximately 35% of the target clitics against the 80% of Ais, suggesting that clitic pronouns may not be reliable structures to test language competence in heritage Italian. On the other hand, HSs were >97% correct in NWR, suggesting that this paradigm should be explored as a possible marker to test language competence in these populations.
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Cieszyńska-Rożek, Jagoda. "STIMULATION OF DEVELOPMENT AMONG BILINGUAL CHILDREN. THE KRAKOW METHOD." Acta Neuropsychologica 15, no. 1 (March 12, 2017): 69–79. http://dx.doi.org/10.5604/12321966.1237452.
Повний текст джерелаАнотація:
The necessity to stimulate the development of one’s ethnic language amongst the children of immigrants has its causes in two factors: firstly, the generation of children brought up in a world of advanced technology develop their relations with the world, people and language differently; secondly, the time of being immersed in an ethnic language dramatically shortens as a result of changes in parents’ work systems. The author draws attention to the need to stimulate speech development in bilingual children and presents the Cracow method as developed: an aural programme, articulation gestures, language programming, events diaries. Simultaneous-Sequential Method of Learning to Read®. Recordings for the aural programme were made in accordance with the principle of time extension so that the child would have the optimum chance to differentiate vowels. The aim of using articulation gestures is to make aware the place and/or the means of vowel articulation as well as to aid the processes of attention and memory through an awareness of the movement of one’s own hand. Language programming is a technique of shaping the beginnings of language communication based on a vocabulary, grammatical, syntactic paradigm. Events diaries are a technique combining direct communication and cognitive approaches in the use of vocabulary and grammatical rules. The form of noting down events and utterances in a diary allows the child to fulfil the role of the interlocutor and recipient, equally at the initial stage of using a language system. In the situation of bilingualism justified is an early acquaintance with written language, which to a noticeable degree makes the construction of a linguistic system easier. When reading out syllables children stop controlling their own speech, and quickly learn correct articulation. Through reading, the language learner masters the most effectively its realisation in accordance with norms. Learning to read early gives huge possibilities in the development of a child’s intellect. Through independent reading not only is the language system developed but imagination and creative thinking are stimulated.
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Gesell, Sabina, Dan Wallace, Tommaso Tempesti, Vanessa Hux, and Shari Barkin. "Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children." ISRN Education 2012 (March 7, 2012): 1–9. http://dx.doi.org/10.5402/2012/652406.
Повний текст джерелаАнотація:
The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial () delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.
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Hansen, Pernille, Magdalena Łuniewska, Hanne Gram Simonsen, Ewa Haman, Karolina Mieszkowska, Joanna Kołak, and Zofia Wodniecka. "Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods." International Journal of Bilingualism 23, no. 2 (October 12, 2017): 437–56. http://dx.doi.org/10.1177/1367006917733067.
Повний текст джерелаАнотація:
Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates the concurrence between two new tools from the recent COST Action IS0804 (Bi-SLI), and the differences between children across two different migrant communities. Approach: Two new tools from the battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: the direct assessment tool Cross-linguistic Lexical Tasks (CLT) and the reporting instrument Parents of Bilingual Children Questionnaire (PaBiQ), which offers an indirect measure of overall language skills. Data: The participants were 36 children (4;2–6;6) of Polish immigrants to Norway or the UK. Correlations were investigated with Kendall’s rank correlation, and comparisons carried out with Wilcoxon rank sum tests. Findings: The results from the two tools correlated. The CLT results were higher in the minority language (Polish) than in the majority language, with no difference between the groups. Still, the parents in the UK judged their children as less proficient in Polish than those in Norway did. Two different accounts for this incongruity are discussed. Firstly, parents in the UK may set higher benchmarks for their children’s minority language skills than the parents in Norway. Alternative accounts of this interpretation related to differences in the parents’ socio-economic background, minority language proficiency or language attitudes are discussed. Secondly, parental report may indicate early stages of attrition of the minority language among the children in the UK that the direct lexical assessment tool may not be sensitive enough to uncover. Originality: The study used two new tools designed for multilingual children to compare two groups of children of a recent and growing immigration group, whose language development is currently underinvestigated. Implications: The findings underscore the complexity of assessing bilingual children’s full language competence. The cross-cultural differences documented call for further longitudinal research comparing immigrant children from different language backgrounds.
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GATHERCOLE, VIRGINIA C. MUELLER, and ENLLI MÔN THOMAS. "Bilingual first-language development: Dominant language takeover, threatened minority language take-up." Bilingualism: Language and Cognition 12, no. 2 (April 2009): 213–37. http://dx.doi.org/10.1017/s1366728909004015.
Повний текст джерелаАнотація:
This study explores the extent to which bilingual speakers in stable bilingual communities become fully bilingual in their two community languages. Growing evidence shows that in bilingual communities in which one language is very dominant, acquisition of the dominant language may be quite unproblematic across sub-groups, while acquisition of the minority language can be hampered under conditions of reduced input. In Wales, children are exposed to both English and Welsh from an early age, either in the home or at school, or both. The data reported here indicate that regardless of home language background, speakers develop equivalent, mature command of English, but that command of Welsh is directly correlated with the level of input in Welsh in the home and at school. Furthermore, maintenance of Welsh in adulthood may be contingent on continued exposure to the language. The data have implications for theories of bilingual acquisition in stable versus immigrant bilingual communities, for optimal conditions for bringing up bilingual children, and for theories of critical periods of acquisition.
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Backus, Ad, and Kutlay Yağmur. "Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers." International Journal of Bilingualism 23, no. 4 (May 6, 2017): 817–30. http://dx.doi.org/10.1177/1367006917703455.
Повний текст джерелаАнотація:
In bilingualism studies, comparing the competence of mono- and bilingual speakers is common, but it comes with certain limitations. In immigration contexts, many studies concentrate on the skills of immigrant pupils in the mainstream language. In order to account for educational underachievement of minority children, gaps in their language development are often documented by comparing mainstream pupils with immigrant children. Competence in the first language (L1), on the other hand, receives very little attention, despite the fact that it is often assumed that L1 competence has an impact on second language acquisition. Here, we present the findings of an empirical study that compared bilingual Turkish immigrant children ( n = 30) in the Netherlands with monolingual Turkish peers ( n = 30) in Turkey. Contrary to most other such studies, we focus on the development of socio-pragmatic skills. The evidence shows that, from the viewpoint of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children display much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be attributed to the limited Turkish input in the immigration context.
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Ertek, Betül, and Mehmet-Ali Akinci. "L’accès au vocabulaire en L1 et L2 des enfants bilingues franco-turcs en France âgés de 6 à 10 ans." SHS Web of Conferences 138 (2022): 04006. http://dx.doi.org/10.1051/shsconf/202213804006.
Повний текст джерелаАнотація:
Vocabulary access in L1 and L2 of French-Turkish bilingual children in France aged 6 to 10 years. Many researches on bilingualism of children from immigrant families show low is their vocabulary in L1 and L2 compared to their monolingual peers (Zablit & Trudeau, 2008; Treffers-Daller et al., 2007). This paper precisely focuses on vocabulary access in Turkish (L1) and French (L2) in oral production and comprehension of French-Turkish bilingual children at first, third and fifth grades at a primary school in France, in comparison with their monolingual French and Turkish peers. To do this, the German test Wortschatz- und Wortfindungstest für 6- bis 10-Jährige (Glück, 2011) was used. The results of bilinguals show a better level in L1 in the first grade and then a notable amelioration in L2 in the third grade and that the lexical gaps between the two languages is significantly reduced in the fifth grade. In the linguistic repertoire of bilinguals’, phenomena as interference, interlanguage as well as transformation of L1 with borrowings from L2 was observed. Although bilinguals’ total vocabulary is lower in the first grade, this delay is caught up in the third grade. According to the Pearson et al., (1993) correlation coefficient, there is a strong and positive correlation between two languages: the more we promote L1 development, the more we promote L2.
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Рыжук, Н. С. "CHALLENGES OF TEACHING RUSSIAN TO BILINGUAL CHILDREN ABROAD." Vestnik of Russian New University. Series "Man in the modern world", no. 4 (October 15, 2022): 78–87. http://dx.doi.org/10.18137/rnu.v925x.22.04.p.078.
Повний текст джерелаАнотація:
Численность русской диаспоры в мире, по последним данным, превышает 35 млн человек. По мере того как все больше русскоязычных людей оказываются за пределами России, необходимость обучать русскому языку детей, растущих в иноязычном окружении, приобретает все большую актуальность. Рассматриваются понятие и основные типы билингвизма, некоторые аспекты детского двуязычия, образовательный статус русского языка в России и за ее пределами, условия преподавания русского языка за рубежом, влияние поведения родителей на успешность освоения русского языка детьми-билингвами вне России. Some 35 million native Russian speakers are estimated to live outside of the Russian Federation. Th e larger the Russian speaking diaspora is, the more important teaching Russian to immigrant children is. Th e paper analyses the defi nition and main types of bilingualism, some characteristics of childhood bilingualism, the educational role and status of the Russian language in Russia and abroad, the challenges of teaching Russian abroad, the infl uence of att itudes and behavior of parents on their bilingual children’s Russian language development abroad.
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Кючуков, Хрісто. "Acquisition of Turkish Grammatical Categories in Bilingual Context." East European Journal of Psycholinguistics 6, no. 1 (June 30, 2019): 32–46. http://dx.doi.org/10.29038/eejpl.2019.6.1.kyu.
Повний текст джерелаАнотація:
The paper presents results form a study on acquisition of Turkish grammatical categories by first grade Turkish speaking minority children in Bulgarian primary school. Two groups of children speakers of Turkish are tested: ethnic Turks and ethnic Roma. The Roma are Muslims and are also speakers of Turkish. Both groups speak the Northeast variety of Turkish, spoken in the surroundings of Varna, Bulgaria. The author examines the lexical reaches, syntax complexity and narrative knowledge of the children and predicts that the low results on mother tongue tests will be a reason for difficulties in the second language acquisition - Bulgarian. The author connects the results of mother tongue knowledge of the children with the language interdependence theory of Cummins (1991), where the level of the mother tongue is a predictor of second language acquisition.
References
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Akıncı, M. (2016) From emergent bilingualism to biliteracy competences of French-Turkish bilingual children and teenagers in France. The Future of Multilingualism in the German Educational System, Berlin, March 3-4.
Aksu-Koç and Slobin (1985) Acquisition of Turkish. In: The Crosslinguistic Study of Language Acquisition: Vol. 1. The Data, (pp. 839-878). D. I. Slobin (Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates
Aksu- Koç, A. (1994) Development of linguistic forms: Turkish. In: Relating Events in Narrative: A Crosslinguistic Developmental Study. R. Berman and D. Slobin, (Eds.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Boeschoten, H. (1990) Acquisition of Turkish by immigrant children: a multiple case study of Turkish children in the Netherlands aged 4 to 6. Tilburg: Tilburg University Press.
Boeschoten, H. & Verhoeven, L. (1987). Turkish language development of Turkish children in the Netherlands. Proceedings of the Conference on Turkish Linguistics, A. Aksu-Koç & E. Erguvanli-Taylan (Eds.), Istanbul, 1984. Boaziçi University Press, (269-280).
Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In: Language Processing in Bilingual Children. (pp. 70-89). E. Bialystock (Ed.), Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511620652.006
Küntay, A. (1997) Extended Discourse Skills of Turkish Preschool Children Across Shifting Contexts. Unpublished Ph. D. dissertation, Berkeley.
Kyuchukov, H. (2000) Introducing referents in Turkish children's narratives. Psychology of Language and Communication, 4(1), 65-74.
Kyuchukov, H. (2007) Turkish and Roma Children Learning Bulgarian. Veliko Tarnovo: Faber.
Kyuchukov, H. (2019) Za Mefkure Mollova i neyniyat prinos za izsledvane na turskite dialekti v Bulgaria. [About Mefkure Mollova and her commitment for researching the Turkish dialects in Bulgaria]. Veliko Tarnovo: Faber
Luria, A. R. and Yudevich, F. Ia. (1959) Speech and the Development of Mental Processes in the Child. London: Strapless Press.
Pfaff, C. (1993) Turkish language development in Germany. In: Immigrant Languages in Europe, G. Extra and L. Verhoeven (Eds) Clevedon: Multilingual Matters.
Verhallen, M. and Schoenen, R. (1993) Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14, 344-363.
Verhoeven, L. (1993) Acquisition of narrative skills in a bilingual context. In: Current Issues in European Second Language Acquisition Research. V. Ketteman and W. Wieden, (Eds). Tübingen: Max Niemeyer.
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Lee, Jin Sook, Jane Y. Choi, and Laura Marqués-Pascual. "Análisis de las funciones comunicativas en el habla de niños inmigrantes bilingües de origen coreano y mexicano." Journal of New Approaches in Educational Research 5, no. 2 (July 15, 2016): 66–73. http://dx.doi.org/10.7821/naer.2016.7.193.
Повний текст джерелаАнотація:
<p class="AbstractText">For children from immigrant families, opportunities to develop additive bilingualism exist, yet bilingual attainment has varied widely. Given the significance of language development opportunities in home settings, this study examines the home language use of 20 second-generation children (ages 6-8) of Mexican and Korean descent in the United States. Using a language function framework, we provide a descriptive analysis of the communicative functions performed by these children and how their proficiency level, the interlocutors, and their home settings may influence their language use. Data include English and heritage language proficiency assessments, interviews with children and their mothers, and multiple video recordings of home interactions. Findings show little variation in the kinds of language functions performed by these children who mainly used language to convey or seek factual information, unless they were involved in imaginary play. Moreover, children found creative ways to communicate different linguistic functions as needed, even among those with limited proficiency. Interestingly, the Mexican American children had a greater tendency to use more heritage language in the home than the Korean American children, who used more English. The children rarely engaged in intersentential code-switching. Implications for educators, parents, and researchers are discussed.</p>
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Kyuchukov, Hristo. "Mother Tongue of Turkish Immigrant Children in Berlin: to Be or not to Be?" Journal of Language and Education 4, no. 4 (December 31, 2018): 54–64. http://dx.doi.org/10.17323/2411-7390-2018-4-4-54-64.
Повний текст джерелаАнотація:
How do bilingual Turkish children develop their mother tongue knowledge in German kindergartens and what are some of the difficulties they face? These are the questions which this paper tries to answer. For this purpose, a study with Turkish kindergarten children from Berlin, Germany was conducted. A total of 40 children were divided into two groups between 3 and 6 years old and tested twice in a year with the TEDIL Test . The test consists of pictures and measures the knowledge of Turkish nouns, verbs, adjectives, prepositions, and syntax. All of the children were tested individually by a native Turkish speaker and by the researcher. The testing was done in the kindergarten setting. The results showed that the knowledge of both age groups on different grammatical categories in Turkish was equal on the first test and there were no statistical differences. However, during the second test the group of older children showed a decrease in their knowledge of the grammatical categories in their mother tongue. This paper discusses the factors that influenced the regression in the knowledge of Turkish. This study is one of only a few on bilingual Turkish children and it presents new information about mother tongue loss among kindergarten children, discusses the reasons, and suggests that kindergartens and families should cooperate and work together in order to prevent mother tongue loss from a very early age as well as its effect on the cognitive development of bilingual children.
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Kyuchukov, Hristo. "Mother Tongue of Turkish Immigrant Children in Berlin: to Be or not to Be?" Journal of Language and Education 4, no. 4 (December 31, 2018): 63–74. http://dx.doi.org/10.17323/2411-7390-2018-4-4-63-74.
Повний текст джерелаАнотація:
How do bilingual Turkish children develop their mother tongue knowledge in German kindergartens and what are some of the difficulties they face? These are the questions which this paper tries to answer. For this purpose, a study with Turkish kindergarten children from Berlin, Germany was conducted. A total of 40 children were divided into two groups between 3 and 6 years old and tested twice in a year with the TEDIL Test . The test consists of pictures and measures the knowledge of Turkish nouns, verbs, adjectives, prepositions, and syntax. All of the children were tested individually by a native Turkish speaker and by the researcher. The testing was done in the kindergarten setting. The results showed that the knowledge of both age groups on different grammatical categories in Turkish was equal on the first test and there were no statistical differences. However, during the second test the group of older children showed a decrease in their knowledge of the grammatical categories in their mother tongue. This paper discusses the factors that influenced the regression in the knowledge of Turkish. This study is one of only a few on bilingual Turkish children and it presents new information about mother tongue loss among kindergarten children, discusses the reasons, and suggests that kindergartens and families should cooperate and work together in order to prevent mother tongue loss from a very early age as well as its effect on the cognitive development of bilingual children.
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Mayo, Aziza Y., and Paul P. M. Leseman. "Off to a good start? Vocabulary development and differences in early family and classroom experiences of children from native-dutch and immigrant families in the Netherlands." Educational and Child Psychology 25, no. 3 (2008): 70–82. http://dx.doi.org/10.53841/bpsecp.2008.25.3.70.
Повний текст джерелаАнотація:
The present study examined the relationship between language learning contexts in family and classroom, and vocabulary development in the school language of native speakers and bilingual Turkish and Moroccan immigrant children in the Netherlands. The findings of this study offer insights for educational psychologists, teachers, and policy makers, as to how ethnic-cultural and socio-economic differences between families shape the language learning opportunities of young children at the start of their school careers and how these learning opportunities in the context of home and the classroom contribute to early language advantages and disadvantages that have been found to be important predictors of later school success.The measures spanned the months around the time children started kindergarten. Home literacy activities and family characteristics were measured with a questionnaire, administered during personal interviews with mothers. Children’s Dutch vocabulary test scores were assessed with a test designed for bilingual research. Teachers filled out a questionnaire about classroom demographics and their classroom language practices. Differences in children’s home literacy experiences predicted differences in vocabulary skills before the start of school, and differences in vocabulary growth from that time until two months into school participation. Home literacy experiences in the family context were less favourable for the children from the two immigrant groups, but for different reasons. Classroom characteristics explained additional differences in Dutch vocabulary growth and were less positive for children from immigrant families. This combination of less profitable home and classroom conditions for the children from the two immigrant groups helps explain why these children did not show a stronger increase in vocabulary skills once they were submersed in the Dutch language context of the classroom.
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Madarova, Slavka, and Jesus Garcia Laborda. "Seven common misconceptions in bilingual education in primary education in Spain." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 2020): 358–68. http://dx.doi.org/10.18844/cjes.v15i2.4605.
Повний текст джерелаАнотація:
Foreign language bilingual education has been common in many countries all over the world for many years after the Quebec issue in the 1970s. However, after all these years, bilingual education still remains as a criticized way of education. This research essay examined the most significant criticism by summarizing it into seven common misconceptions of the bilingual education schooling system in Spain in general education English-Spanish 1st—12th grade. A lot of criticism has been directed towards the differences between regular mainstream classes and bilingual classes especially in Primary education. This paper looks at seven commonly addressed issues. The paper especially focuses on Primary education but most revision matters also relate to secondary and even higher education. Special interest is paid to cognitive, social, economic, mode of bilingual education, role of the immigrant students and parents’ attitudes. The conclusion leads to the understanding that English-Spanish bilingual education is not pernicious but, on the contrary, benefits the cognitive a linguistic development of most school children.
Keywords: bilingual education; misconceptions; CLIL; immersion; cognitive; socio-economic;
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Sorenson Duncan, Tamara, and Johanne Paradis. "How does maternal education influence the linguistic environment supporting bilingual language development in child second language learners of English?" International Journal of Bilingualism 24, no. 1 (June 13, 2018): 46–61. http://dx.doi.org/10.1177/1367006918768366.
Повний текст джерелаАнотація:
Aims: In monolingual situations, mothers with higher levels of education are more likely to provide their children with enriched linguistic input. However, in bilingual situations, the relationship between maternal education and input is more complex because education may have occurred in one, but not both, of the languages. This study details this complexity by examining the relationship between maternal education and linguistic input in a group of children learning English as a second language (L2). Method: Participants were 89 immigrant/refugee children, living in Canada with diverse first languages (L1s). They completed a story-telling task in their L2 and parent reports provided a measure of L1 development. Parents also answered detailed questionnaires about family demographics and linguistic input within the family. Results: Regression modeling revealed that cumulative exposure to the L2 in school, maternal L2 fluency, relative quantity of L1/L2 use by the mother (input) and by the child (output) all influenced children’s L1 and L2 development. Relative quantity of input and maternal L2 fluency were, in turn, influenced by the amount of education mothers had completed and the language in which that education occurred. In instances where mothers were educated primarily in the L1, higher levels of education were associated with relatively more L1 input. For mothers who were educated predominantly in the L2, higher levels of education were associated with relatively more L2 input. Across both groups, mothers with higher levels of education had higher L2 fluency. Conclusion: This study revealed a complex relationship between the amount of education a mother has, the language in which that education occurred and the linguistic input she provides to her children. This complexity highlights that monolingual studies about input and environment may not offer a sufficiently nuanced perspective to account for the greater levels of variability found in bilingual situations. Originality: Previous research has offered valuable insights into the relationship between individual difference factors and bilingual acquisition. This study moves the field forward through the consideration of the interaction between factors in shaping bilingual acquisition.
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Sohrabi, Tayebeh. "To Raise a Bilingual or a Monolingual Child: Concerns of an Immigrant Mother." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 14, no. 1 (January 1, 2022): 23–37. http://dx.doi.org/10.29173/cjfy29757.
Повний текст джерелаАнотація:
The number of immigrant families in Canada and other Western countries has increased in the last several decades. Immigrant families face challenges in bringing up their children in a new country, such as different expectations from two different cultures, being away from their family and immediate support network, financial problems, and language limitations. One of the main concerns of most immigrant parents is their child's language acquisition. Language development is the most significant predictor of children’s success in school and later life. Regarding the vital role of language development in each aspect of life, it is essential to explore this growing population's experiences and challenges related to their children’s language acquisition. This qualitative study benefited from a narrative inquiry for representing and interpreting an immigrant mother's experiences and challenges in bringing up a bilingual child in Canada. This paper addresses the multiple conflicts affecting immigrant parents' decision to bring up a bilingual or monolingual child. Some of immigrant parents' main concerns, including passing on their accents, code-switching, language delays, limited social interactions and using screen time for teaching language are discussed in this paper.
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WESTEREN, INGELIN, ANNE-MARIE HALBERG, HELOISE MARIE LEDESMA, ASTRI HEEN WOLD, and BRIT OPPEDAL. "Effects of mother's and father's education level and age at migration on children's bilingual vocabulary." Applied Psycholinguistics 39, no. 5 (February 21, 2018): 811–33. http://dx.doi.org/10.1017/s0142716417000595.
Повний текст джерелаАнотація:
ABSTRACTThe present study addressed important gaps in the research literature on bilingual development by examining the effects of both mother's and father's education level and age at migration on children's bilingual vocabulary in two different age groups. The sample included 81 preschoolers and 92 preadolescents with two Turkish immigrant parents living in Norway. The children were born in Norway, or migrated to Norway before/at the age of 3. The children completed Norwegian and Turkish vocabulary tests during home visits while mothers provided information regarding both parents’ education and age at migration in structured interviews. Results from hierarchical regression analyses showed that father's education significantly predicted all children's majority (Norwegian) vocabulary scores while mother's education significantly predicted majority vocabulary scores in the preschoolers. Father's education significantly predicted minority (Turkish) vocabulary scores among the preadolescents. Mother's, but not father's, age at migration significantly predicted preschoolers' majority vocabulary scores and preadolescents' minority vocabulary. Hence, the parental background variables predicted minority vocabulary scores only among the preadolescents, not the preschoolers. We conclude that mothers and fathers influence the minority and majority language skills of their bilingual children differently and that their influence varies depending on the age of the child.
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Nursidi, Irwan. "Monolingual Development in Bilingual Family: Exploring Parental Language Policy within Family Domain." International Journal of Multicultural and Multireligious Understanding 6, no. 3 (June 17, 2019): 219. http://dx.doi.org/10.18415/ijmmu.v6i3.804.
Повний текст джерелаАнотація:
The existence of three possible languages within intermarriage family, for example Javanese and Sasaknese from their parents and Indonesian from their surrounding should have led children become bilingual in nature. However, the reversed condition is prevailing where the use of Indonesian is predominantly used. This research locates three different aspects of family language policy namely language ideology, language management and language practice. This research aims at finding out why parents of intermarriage family incline the use of one language within family domain. This research employed qualitative data in order to understand and interpret family language behaviour and uses multi staged purposive sampling. The sample was four of immigrant mothers and four of Sasak mothers. The result showed the tendency to use indonesian in a family domain is due to habitus which leads to culture capital and symbolic capital.
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Protassova, Ekaterina. "Multilingualism at an Early Age: Parents’ Views and Teachers’ Reflections." Education & Self Development 16, no. 1 (March 31, 2021): 93–101. http://dx.doi.org/10.26907/esd16.1.08.
Повний текст джерелаАнотація:
The questions of superdiversity, multiple identities and practices, language policy, multilingualism, plurilingualism, intercultural, minority and immigrants’ education in the pre-primary and primary classrooms are crucial for the current situation of the Russian language abroad. Teachers have to take into account linguistic and artistic resources and deploy special methodological repertoires. The aim of the present research is to show what main themes the parents and teachers of young multi-lingual children discuss and how to overcome difficulties in organizing multilingual education. Parents and teachers in four countries (Finland, France, Germany, Russia) answered the questionnaires about their attitudes towards bi-lingual education of pre-primary and primary children. In addition, the Internet discussions on the international platforms in the Russian language were analyzed. Participants characterized their experience, their family policy and the educational institutions that their children attend. Existing practices show that the variety of approaches to early bilingual education is limited through material and human resources and the children’s potential. The best results demand more input, devoted parents and educators, more money, strict rules of language use, and a true continuity of bilingualism as a goal in all steps of child development. The different effects of various approaches to education may lie, not only in the language itself, but also in its political and economic power and the cognitive effects of an early start.
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López-Velásquez, Ángela María. "The Contributions of a Hispanic Immigrant Home Reading Practices to A Child’s Bilingual Reading Development." Colombian Applied Linguistics Journal, no. 11 (April 4, 2011): 7. http://dx.doi.org/10.14483/22487085.151.
Повний текст джерелаАнотація:
The characteristics of the Spanish home reading practices of a US immigrant Hispanic household are studied highlighting the many connections existing between the reading practices at home and at school. This longitudinal study explores how the home and school L1 reading instruction contributed to a first-grader’s initial steps towards reading in English or biliteracy. Details of Natalia ́s reading in Spanish at home and at school are presented and the relationships between the reading practices in both contexts are documented.The findings in this study remind us of the importance of strong native language literacy foundations and of the role that both home and school play in fostering high literacy levels among children.
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Jurgena, Inese, and Anna Līduma. "IMMIGRANT CITIZENSHIP PROMOTION IN LATVIA'S EDUCATION ENVIRONMENT: STUDENT OPINIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 216. http://dx.doi.org/10.17770/sie2017vol1.2377.
Повний текст джерелаАнотація:
For Latvia as a European Union member state, the issue of immigrant integration into Latvia's society has become currently actuated. Schools have to be ready to enroll pupils of other nationalities and assist them in earlier inclusion into Latvia's society, by promotion of their citizenship development towards the state where they abode, the EU states and the world society in general. The accomplished researches in Latvia reveal that in education environment, it is especially significant to strive for attitude transformation of Latvia's citizens to the inclusion of the immigrant children into Latvia's education environment. Inter-culture experience involvement into the education programmes provides an important factor for the development of citizenship experience in pupils, for their successful integration into another state's society. The aim of the article is: to analyze the situation in education (the accomplished researches) and student opinions on the citizenship development in immigrant children in Latvia's multi-cultural society. The research has implemented the analyses of scientific literature and documents, questionnaire and interviews. The research has come to the conclusion that in education it is significant to evaluate the bilingual, inter-culture and inclusive education for development of citizenship. Exceptional attention has to be paid to preparing the teachers and development of appropriate methodical aids, carrying out of multiple events that can ensure the immigrant opportunities to enrich the capital of Latvia's culture, economy and social life.
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Saez-Flores, E., S. H. Tawfik, and V. R. Mora. "Consideration of Bilingual Language Proficiency When Testing Pediatric Cancer Survivors: A Case Study." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1293. http://dx.doi.org/10.1093/arclin/acz029.60.
Повний текст джерелаАнотація:
Abstract Objective This case study illustrates the importance of considering English-language proficiency (ELP) when testing linguistically diverse individuals with medical conditions. Case Description Julia is a 10-year-old girl born to immigrant parents. She was primarily exposed to Spanish at home. At 4 years, she was diagnosed with medulloblastoma, had a craniotomy (gross total resection), craniospinal radiation, and 1 year of chemotherapy. Although in remission, lasting effects included ataxia, fine-and gross- motor impairment, hand-dominance switch, and mild hearing loss. Moreover, Julia’s schooling was delayed until she was 6 years old. Julia has struggled academically with vocabulary, phonemic awareness, reading fluency/comprehension, and listening comprehension. At 9 years, Julia was evaluated in English only and was reported to be in the Extremely Low range of cognitive function, attributed to her medical history. Despite her history of bilingual language acquisition, Julia’s ELP was not assessed and her abilities were likely underestimated. When Julia was 10 years old, a bilingual clinician conducted an evaluation to better assess Julia’s cognitive ability. Her performance greatly improved when tested in Spanish (increase in scores of >1 standard deviation). Diagnostic Impressions and Outcomes Julia was diagnosed with mild neurocognitive disorder due to another medical illness. However, her performance was likely impacted by her ELP as well, which was not being addressed. Discussion In order to accurately assess bilingual children with neurocognitive deficits resulting from medical complications, ELP and acquisition should be considered. In Julia’s case, her brain tumor, radiation, and chemotherapy likely disrupted her cognitive development during a critical time for language development.
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Choi, Jane Younga, Jin Sook Lee, and Janet S. Oh. "Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools." Journal of Early Childhood Research 16, no. 1 (January 15, 2016): 32–51. http://dx.doi.org/10.1177/1476718x15610597.
Повний текст джерелаАнотація:
In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data collected over 15 months included three oral language proficiency assessments in Korean and English; interviews with parents and children; and fieldnotes based on observations at home, at school, and during extracurricular activities. All of the children, regardless of school setting, showed increases in English proficiency; however, their Korean development varied. We found that English opportunities were widely accessible for all of the participants; however, opportunities to use Korean were starkly different between the two cities. The families who resided in communities with few Korean resources needed more financial and temporal resources to attain regular exposure to Korean, which suggests that supporting the development of a less-commonly spoken heritage language in the United States (e.g. Korean) may not be accessible to all immigrant families. Finally, we found that for children in the developmental stages of bilingualism, purposeful and deliberate instruction (particularly in vocabulary and grammar) and diverse opportunities to practice both languages are continuously needed.
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Pham, Giang, and Timothy Tipton. "Internal and External Factors That Support Children's Minority First Language and English." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 595–606. http://dx.doi.org/10.1044/2018_lshss-17-0086.
Повний текст джерелаАнотація:
Purpose Sequential bilingual children in the United States often speak 2 languages that have different social statuses (minority–majority) and separate contexts for learning (home–school). Thus, distinct factors may support the development of each language. This study examined which child internal and external factors were related to vocabulary skills in a minority language versus English. Method Participants included 69 children, aged 5–8 years, who lived in Southern California, spoke Vietnamese as the home language, and received school instruction in English. All participants had at least 1 foreign-born parent, and most mothers reported limited English proficiency. Parents completed a telephone survey, and children completed measures of receptive and expressive vocabulary in each language. Using correlations and stepwise regression, we examined predictors of vocabulary skills in each language that were internal to the child (age, gender, analytical reasoning, phonological memory) or that pertained to the surrounding environment (cumulative exposure, quantity and quality of input/output). Results Vietnamese vocabulary outcomes were related to multiple external factors, of which input and enrichment activities were the best predictors. In contrast, English vocabulary outcomes were related to internal factors, of which age and phonological memory were the best predictors. Parental use of Vietnamese contributed to children's Vietnamese vocabulary outcomes but was not related to children's English vocabulary outcomes. Conclusions Vietnamese exposure does not hinder English development. Children from immigrant families are learning English with or without familial support. Rich and frequent exposure and opportunities for practice are essential for the continued development of a minority first language.
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Leseman, P. P. M., and C. Van Tuijl. "Home Support for Bilingual Development of Turkish 4–6-year-old Immigrant Children in the Netherlands: Efficacy of a Home-based Educational Programme." Journal of Multilingual and Multicultural Development 22, no. 4 (December 2001): 309–24. http://dx.doi.org/10.1080/01434630108666438.
Повний текст джерела
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Bai, He. "Scaffolding in Language Maintenance―The Social, Linguistic, and Cognitive Perspectives on Parental Assistance in Chinese-Origin Children’s Chinese Language Education in Britain." International Journal of Linguistics 8, no. 3 (June 13, 2016): 59. http://dx.doi.org/10.5296/ijl.v8i3.9600.
Повний текст джерелаАнотація:
<p>Since the 1950s, an increasing number of Chinese-origin children in Britain have been struggling on the edge of heritage language loss, which is involved with both British-born Chinese children and those who immigrate to Britain with their parents. How to maintain these children’s heritage language is of great concern to many Chinese communities in Britain, in particular, to Chinese parents. This essay consists of three sections: language use of Chinese-origin children in Britain, supports from Chinese parents as well as implications for Chinese parents. It chiefly focuses on the second section – scaffoldings from Chinese parents, and discusses it from social, cognitive, and linguistic perspectives for the purpose of providing Chinese parents with a few suggestions and encouragement for heritage language maintenance. As a result, an affectionate family setting lays a good foundation and makes it possible for children to low down language shift. In addition, parents’ English proficiency plays an important role. Also, the improvement of parent’s English may help parents enhance the intercommunication among children, home, community and school. And parents may have to support the development of target language – English – temporarily in order to help children’s two languages remain balanced. Presently, “identity conflicts” is a big problem facing Chinese bilingual children. Hence, it is important for parents to make children familiar with Chinese culture and build up their confidence in their heritage culture.</p>
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Rubrecht, Penthes, Anand Vaid, Donna Woloshyn, Hilary Craig, Estelle Anthony, Mary Heit, and Bernice Dowhaniuk. "SCENES Brief Presented to The Task Force on Multiculturalism." TESL Canada Journal 7, no. 2 (June 26, 1990): 95. http://dx.doi.org/10.18806/tesl.v7i2.572.
Повний текст джерелаАнотація:
SCENES, a professional organization for educators in English as a Second language/ Dialect (ESLlD) appreciates the adoption of the Act on Multiculturalism. The provisions therein, if consistently implemented, will make it possible for immigrant children and adults as well as Indian and Metis people to take an active part in the evolution and shaping of our Canadian society. At last people whose mother tongue is not English or French will have equal access to education and employment. The fundamental concern that we wish to bring to the attention of this Task Force is the lack of involvement of the provincial government in the provision of language training. Consequently we are lagging far behind Quebec and Manitoba in the services we can offer. Even though immigration and settlement are federal responsibilities, the Province of Saskatchewan has a mandate for education, health and social services. The provincial government must take these mandates seriously and play an active role in the co-ordination of existing ESL programmes and initiate new, more specialized programmes. It must be responsible for the development of curricula and materials and monitor and evaluate the programmes delivered in our province. As far as the English language provision for Indian and Metis children and adults is concerned the provincial government must accept its share of the responsibility for the development of a policy on bilingual education; a policy which promotes the retention of the Indian languages and strengthens the provisions for English as a Second Language/Dialect programmes.
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Кючуков Хрісто and Віллєрз Джіл. "Language Complexity, Narratives and Theory of Mind of Romani Speaking Children." East European Journal of Psycholinguistics 5, no. 2 (December 28, 2018): 16–31. http://dx.doi.org/10.29038/eejpl.2018.5.2.kyu.
Повний текст джерелаАнотація:
The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind.
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Camacho, David, Kelly Pacheco, Todd Becker, Cary Reid, and Elaine Wethington. "LONELINESS IN COMMUNITY-DWELLING US OLDER LATINX ADULTS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 432. http://dx.doi.org/10.1093/geroni/igac059.1695.
Повний текст джерелаАнотація:
Abstract Loneliness is a critical public health problem yet little is known about older Latinx’s experiences with loneliness. We conducted narrative interviews (Cultural Formulation Interview), with 17 Spanish-speaking Latinx (60 years+) living with loneliness (based on 3-item Loneliness scale) in New York or Los Angeles. Interviewers were bilingual (English/Spanish) gerontological social workers with training in qualitative methods, culturally-sensitive clinical research and elicitation of “sensitive data”. Our thematic analysis was informed by Biopsychosocial and Minority Stress Models, and our gerontological clinical experience with Latinx groups. Most participants immigrated from Mexico, Dominican Republic, Ecuador or Uruguay and lived in the US for more than 20 years. Interviews ranged from 60 to 120 minutes. Most participants described comorbid depression or pain. A substantial majority (82%) had never discussed feelings of loneliness with family or friends. No participant reported seeking professional help to address loneliness. Other identified themes demonstrated how cultural and contextual factors shape loneliness: 1) Descriptions and interpretations rooted in familism and views of aging (“it seems I no longer matter to my children”); 2) perceived causes e.g. discrimination, family conflict, bereavements, immigrant stress, violence; 3) religious and cognitive coping to mitigate loneliness (“I pray that God gives me strength, “I befriend loneliness”); and 4) psychosocial functioning impact ( “there is no reason to live”). Our findings support development of culturally congruent loneliness prevention and treatment practices for older Latinx adults. Future quantitative research should explore the association of cultural and minority stress factors related to loneliness in diverse samples of older Latinx.
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Кючуков, Христо, Мілан Самко, Дагмар Копчанова, and Петро Ігов. "The Knowledge of Romani and School Readiness of Roma Children." East European Journal of Psycholinguistics 3, no. 2 (December 22, 2016): 49–60. http://dx.doi.org/10.29038/eejpl.2016.3.2.kyu.
Повний текст джерелаАнотація:
The paper presents results from an international research project looking at Roma children between the ages of 3 and 6 years old. Thirty Roma children from Southwest Bulgaria and 30 Roma children from East Slovakia were tested with a psycholinguistic test in Romani language, measuring the knowledge of different grammatical categories. In most East European countries, the children are tested employing psychological/IQ tests in the official languages of the country and if the child does not understand the test task, because of a lack of knowledge in that language, s/he is deemed to have “light mental retardation”. The knowledge of the children on different grammatical categories in their mother tongue is not taken into account. For the first time in Europe, a psycholinguistic test was developed for measuring the knowledge in Romani (comprehension and production). Categories such as wh-questions, wh-complements, passive verbs, possessiveness, tense and aspect, learning new nouns and verbs are measured with newly developed test. The knowledge of the children is connected with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of the home culture in the development of the children and the theory of García Coll and her collaborators presents the home environment and the SES of the families as an important predictor for language development and school readiness of the minority/migrant children.
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Devitska, A. I. "SECOND LANGUAGE ACQUISITION IN BILINGUAL CHILDREN: CASE OF IMMIGRANTS." Тrаnscarpathian Philological Studies 12 (2019): 206–10. http://dx.doi.org/10.32782/tps2663-4880/2019.12.40.
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Spener, David. "Transitional Bilingual Education and the Socialization of Immigrants." Harvard Educational Review 58, no. 2 (July 1, 1988): 133–54. http://dx.doi.org/10.17763/haer.58.2.x7543241r7w14446.
Повний текст джерелаАнотація:
David Spener argues that U.S. educational policies reflect an implicit economic need to socialize immigrants and minority group members to fill necessary, but undesirable, low-status jobs. Transitional bilingual education programs, which provide only a limited period of native-language instruction and do not ensure English mastery, prevent immigrant children from attaining academic fluency in either their native language or in English. The subsequent discrepancy between the learning capacities of immigrant children and their monolingual peers reinforces stereotypes of immigrants and some linguistic minorities, and serves to socially legitimize their economically required limited access to better jobs.
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Alarcón, Amado, and Luis Garzón. "Children of immigrants and social mobility in officially bilingual societies." Spanish in Context 10, no. 1 (April 5, 2013): 92–113. http://dx.doi.org/10.1075/sic.10.1.04ala.
Повний текст джерелаАнотація:
This article analyses the role of language in the intra- and intergenerational social mobility of Argentinean, Colombian and Moroccan immigrants in Catalonia, an officially bilingual society. We start from the notion that the knowledge and use of and attachment to local languages are affected by the range and importance of opportunities for social mobility offered by the host society. Empirical evidence is based on 45 biographical interviews with members of first generation immigrant groups and their children (raised in Catalonia and currently living outside the family home). We show that the attitudes towards and use of the Catalan language depend on expectations and constraints with regard to upward social mobility. This article questions the causal relationship between languages spoken and job opportunities, postulated by means of the theory of human capital whereby language is only considered as a competitive advantage on the basis of its communicative value.
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Sinka, Indra, and Christina Schelletter. "Morphosyntactic Development in Bilingual Children." International Journal of Bilingualism 2, no. 3 (November 1998): 301–26. http://dx.doi.org/10.1177/136700699800200303.
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Barac, Raluca, and Ellen Bialystok. "Cognitive development of bilingual children." Language Teaching 44, no. 1 (December 3, 2010): 36–54. http://dx.doi.org/10.1017/s0261444810000339.
Повний текст джерелаАнотація:
There has always been a common-sense view that the number of languages that children learn, whether through natural exposure or educational intervention, has consequences for their development. The assumption was that these consequences were potentially damaging. Even now, after approximately 50 years of research on the topic, parents remain concerned about their children's development when it includes a bilingual experience. It is now clear that although parents were correct that speaking more than one language has consequences, the assumption about the nature of these consequences is not: the outcome of the experience is in fact the opposite of what many early researchers claimed and what many contemporary parents intuitively believe. In contrast to early warnings about negative consequences, bilingualism turns out to be an experience that benefits many aspects of children's development. Although there are documented delays in acquiring some formal aspects of each language, such as vocabulary (Bialystok 2010), bilingualism has either no effect (intelligence) or positive effects (metalinguistic awareness, cognitive development) on development.
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Cahill, Desmond. "Bilingual development of Italo-Australian children." Italian in Australia 4 (January 1, 1987): 101–27. http://dx.doi.org/10.1075/aralss.4.07cah.
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Rendon, Hector, Maria de Moya, and Melissa A. Johnson. "“Dreamers” or threat: Bilingual frame building of DACA immigrants." Newspaper Research Journal 40, no. 1 (March 2019): 7–24. http://dx.doi.org/10.1177/0739532918814448.
Повний текст джерелаАнотація:
This research analyzes Spanish- and English-language news discourses in the United States following the announcement of the Deferred Action for Childhood Arrivals (DACA) program. It identifies how sources quoted by journalists affected framing of stories in five ethnic and general market newspapers. Coverage of Dreamers and DACA was generally positive, especially compared to common representations of undocumented immigrants as criminals and as a threat to the United States. Certain sources were a strong predictor for some frames about DACA, and undocumented people who arrived in the United States when they were children could be analyzed in communication research as a different category of immigrants than other adults.
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Garcia, Eugene E. "Bilingual Development and the Education of Bilingual Children during Early Childhood." American Journal of Education 95, no. 1 (November 1986): 96–121. http://dx.doi.org/10.1086/444294.
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Kuftyak, E. V., L. M. Khanukhova, and E. V. Poimanova. "Bilingual Children and School-Readiness." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 455–62. http://dx.doi.org/10.21603/2078-8975-2020-22-2-455-462.
Повний текст джерелаАнотація:
The research featured the development of intellectual skills and voluntary sphere in the context of schoolreadiness in preschoolers at bilingual day care centers. The control group included Russian-speaking children from ordinary kindergartens. The authors believe bilingualism to be a means of cognitive and communicative development. Bilingual children require a special approach in school-readiness assessment. Two blocks of methods were used to measure the intellectual readiness and the development of voluntary sphere. The bilingual preschoolers demonstrated a higher level of voluntary attention in comparison with the control group. The bilingual children were much better at converting visual information than the children from the Russian-speaking group. The article also introduces some significant links between various aspects of preschoolers' mental development. The results of the diagnostic methods correlated with each other and made it possible to analyze the development of memory and voluntary attention in cognition tests.
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PORTER, ROSALIE PEDALINO. "The Newton Alternative to Bilingual Education." ANNALS of the American Academy of Political and Social Science 508, no. 1 (March 1990): 147–59. http://dx.doi.org/10.1177/0002716290508001012.
Повний текст джерелаАнотація:
A twenty-year debate has divided educators over the question of the use of the native language in the education of language-minority children whose English-language skills are not developed enough for regular classroom work. The dramatic increase in the number of these children — refugees, legal and illegal immigrants, and the native born — together with the diversity of languages and ethnic groups represented dictates a need for a variety of educational solutions. The Newton, Massachusetts, public school district has developed a model program that, without relying on the use of the native language, provides a comprehensive array of services. The program goals are clear, closely focused, and have the understanding and approval of teachers and parents. Newton's program responds to the needs of language-minority children from thirty different language origins and a very wide range of socioeconomic backgrounds. Its main features can be implemented, partly or entirely, in other school districts with similarly diverse populations.
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Mayerson, Chaya Rivka Love. "Observations of a short-term, coed, bilingual group therapy for latency-age, Spanish-speaking immigrant children." Journal of Child and Adolescent Group Therapy 7, no. 4 (December 1997): 181–91. http://dx.doi.org/10.1007/bf02447580.
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Miller, Lamar P., and Lisa A. Tanners. "Diversity and the New Immigrants." Teachers College Record: The Voice of Scholarship in Education 96, no. 4 (June 1995): 671–80. http://dx.doi.org/10.1177/016146819509600404.
Повний текст джерелаАнотація:
New immigrants in the United States are enlivening the schools at the same time as they are overwhelming them. The waves of immigration have led to an increasingly diverse school population and have created a new set of problems. Today, with children from such diverse backgrounds, schools are inadequately prepared to serve the needs of the students who are arriving in increasing numbers. The challenges associated with the new immigrants are numerous. Problems now exist that are related to desegregation, multicultural education, higher-quality education, and bilingual education. As the population of our schools becomes more and more diverse, the most appropriate ways to educate this fascinating heterogeneous population must be sought.
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Holm, Alison, and Barbara Dodd. "Speech Development and Disorder in Bilingual Children." Journal of Clinical Speech and Language Studies 11, no. 1 (September 1, 2001): 9–39. http://dx.doi.org/10.3233/acs-2001-11104.
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SHENG, LI, YING LU, and PUI FONG KAN. "Lexical development in Mandarin–English bilingual children." Bilingualism: Language and Cognition 14, no. 4 (April 7, 2011): 579–87. http://dx.doi.org/10.1017/s1366728910000647.
Повний текст джерелаАнотація:
Two groups of Mandarin–English bilingual children (3–5-year-olds, 6–8-year-olds) participated in a picture identification task and a picture naming task in both languages. Results revealed age-related growth in English, but not Mandarin vocabulary. Composite vocabulary was larger than either single-language vocabulary in the younger children but was similar to English vocabulary in the older children. Furthermore, children showed a larger receptive–expressive modality difference in their weaker language (Mandarin) than in their stronger language (English). These patterns indicate rapid growth in English vocabulary along with early stabilization of Mandarin vocabulary despite considerable Mandarin input in the home setting.
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Håkansson, Gisela. "Development or impairment?" Applied Psycholinguistics 31, no. 2 (March 11, 2010): 293–97. http://dx.doi.org/10.1017/s0142716409990440.
Повний текст джерелаАнотація:
Joanne Paradis' Keynote Article on bilingualism and specific language impairment (SLI) is an impressive overview of research in language acquisition and language impairment. Studying different populations is crucial both for theorizing about language acquisition mechanisms, and for practical purposes of diagnosing and supporting children with language problems. If the child is a second language (L2) learner it is assumed that the support should differ from the kind of language therapy given to children with language disorders. The article deals with the interface of bilingual development and child language disorders in two dimensions: the discussion concerns the disentangling of bilingual and L2 development from children with SLI, as well as monolingual and bilingual children with diagnosis of SLI. Traditionally, discussions of language impairments have only dealt with children in monolingual environments, but during the last decades an increasing number of studies have extended the analyses to bilingual populations. Contrary to expectations, grammatical development of monolingual children with SLI has been found to be more similar to L2 children than to monolingual first language (L1) children (e.g., Crago & Paradis, 2003; Grüter, 2005; Håkansson & Nettelbladt, 1993, 1996; Paradis & Crago, 2000). These findings are intriguing, and they have inspired new research on both bilingualism and language impairment.
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Green, Melissa A., Georgina Perez, India J. Ornelas, Anh N. Tran, Connie Blumenthal, Michelle Lyn, and Giselle Corbie-Smith. "Amigas Latinas Motivando el ALMA (ALMA)." Californian Journal of Health Promotion 10, SI-Latino (December 1, 2012): 52–64. http://dx.doi.org/10.32398/cjhp.v10isi-latino.1482.
Повний текст джерелаАнотація:
Use of mental health care services for psychological distress is limited among Latino immigrants. In geographic areas where migration has been rapid, mental health systems possess limited capacity to provide bilingual and bicultural assistance. The development of a bilingual and bicultural workforce is a necessary yet long-term solution. More immediate strategies, however, are needed to meet the needs of immigrant Latinos. This paper describes the development of a stress-reduction focused, lay health advisor training that targets individual behavior change among Latina immigrants. The theoretical foundation, curriculum components, and pilot implementation of the training are discussed. As natural leaders, Latina promotoras disseminated learned strategies and resources within their communities. The lay health advisor model is a salient method for disseminating information regarding mental health and stress reduction among Latinas.