North Korean Schools in Japan: An Observation of Quasi-Native Heritage Language Use in Teaching English as a Third Language

Abstract This study brings together two previously largely independent fields of multilingual language acquisition: heritage language and third language (L3) acquisition. We investigate the production of fortis and lenis stops in semi-naturalistic speech in the three languages of 20 heritage speakers (HSs) of Italian with German as a majority language and English as L3. The study aims to identify the extent to which the HSs produce distinct values across all three languages, or whether crosslinguistic influence (CLI) occurs. To this end, we compare the HSs’ voice onset time (VOT) values with those of L2 English speakers from Italy and Germany. The language triad exhibits overlapping and distinct VOT realizations, making VOT a potentially vulnerable category. Results indicate CLI from German into Italian, although a systemic difference is maintained. When speaking English, the HSs show an advantage over the Italian L2 control group, with less prevoicing and longer fortis stops, indicating a specific bilingual advantage.

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Exploring views on heritage language use and bilingual acquisition: quantitative and qualitative evidence from teachers and immigrant students in the Greek context

Journal of Multilingual and Multicultural Development ◽

10.1080/01434632.2017.1284854 ◽

2017 ◽

Vol 38 (10) ◽

pp. 886-900

Author(s):

Eleni Griva ◽

Angeliki Kiliari ◽

Anastasia G. Stamou

Keyword(s):

Heritage Language ◽

Language Use ◽

Immigrant Students ◽

Qualitative Evidence

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What is special about L3 processing?

Bilingualism Language and Cognition ◽

10.1017/s1366728913000448 ◽

2013 ◽

Vol 18 (2) ◽

pp. 130-144 ◽

Cited By ~ 36

Author(s):

KEES DE BOT ◽

CAROL JAENSCH

Keyword(s):

Second Language ◽

Language Processing ◽

Language Use ◽

Fundamental Question ◽

Third Language ◽

The Core ◽

Dynamic Perspective ◽

Core Issue ◽

The Brain ◽

Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

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Heritage Language use for Intervention in Autism

Encyclopedia of Autism Spectrum Disorders ◽

10.1007/978-1-4614-6435-8_102324-1 ◽

2019 ◽

pp. 1-4

Author(s):

Nataly Lim

Keyword(s):

Heritage Language ◽

Language Use

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Teaching English as a Third Language

Second Handbook of English Language Teaching - Springer International Handbooks of Education ◽

10.1007/978-3-030-02899-2_9 ◽

2019 ◽

pp. 155-172

Author(s):

Ulrike Jessner ◽

Jasone Cenoz

Keyword(s):

Teaching English ◽

Third Language

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Factors Affecting Language Proficiency in Heritage Language: The Case of Young Russian Heritage Speakers in Spain

Journal of Language Contact ◽

10.1163/19552629-14020003 ◽

2021 ◽

Vol 14 (2) ◽

pp. 303-329

Author(s):

Tamara Vorobyeva ◽

Aurora Bel

Keyword(s):

Language Proficiency ◽

Significant Relationship ◽

Heritage Language ◽

Language Use ◽

Age Of Onset ◽

The Other ◽

Significant Variable ◽

Heritage Speakers ◽

Factors Affecting ◽

Family Language

Abstract This study focuses on the issue of language proficiency attainment among young heritage speakers of Russian living in Spain and examines factors that have been claimed to promote heritage language proficiency, namely, age, gender, age of onset to L2, quantity of exposure and family language use. A group of 30 Russian-Spanish-Catalan trilingual children aged 7–11 participated in the study. In order to measure heritage language proficiency (L1 Russian), oral narratives were elicited. The results demonstrated a significant relationship between L1 proficiency and three sociolinguistic variables (age of onset to L2, quantity of exposure and family language use). Additionally, the multiply regression model demonstrated that the only significant variable affecting language proficiency was family language use and it accounted only for 33% of the variation of children’s language proficiency. The study raises the question about what are the other, yet unknown factors, which can affect heritage language proficiency.

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