What role can community contact play in heritage language literacy development? Japanese–English bilingual children in Sydney

2012 ◽  
Vol 33 (2) ◽  
pp. 167-186 ◽  
Author(s):  
Kaya Oriyama
Keyword(s):  
Literacy Development ◽  
Heritage Language ◽  
Bilingual Children ◽  
English Bilingual ◽  
Language Literacy ◽  
Japanese English

scholarly journals The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US

2016 ◽  
Vol 22 (2) ◽  
pp. 192-206 ◽  
Author(s):  
Lena V. Kremin ◽  
Maria M. Arredondo ◽  
Lucy Shih-Ju Hsu ◽  
Teresa Satterfield ◽  
Ioulia Kovelman
Keyword(s):  
Heritage Language ◽  
Bilingual Children ◽  
English Reading ◽  
English Bilingual ◽  
The Us ◽  
Language Literacy

scholarly journals Do Bilinguals Acquire Similar Words to Monolinguals? An Examination of Word Acquisition and the Similarity Effect in Japanese–English Bilinguals’ Vocabularies

2021 ◽  
Vol 11 (1) ◽  
pp. 168-182
Author(s):  
Aya Kutsuki
Keyword(s):  
Vocabulary Acquisition ◽  
Vocabulary Development ◽  
The Other ◽  
Bilingual Children ◽  
Word Category ◽  
Word Acquisition ◽  
English Bilingual ◽  
Similarity Effect ◽  
Japanese English

Previous research has paid much attention to the overall acquisition of vocabularies among bilingual children in comparison to their monolingual counterparts. Much less attention has been paid to the type of words acquired and the possible transfer or cross-linguistic effects of the other language on vocabulary development. Thus, this study aims to explore similarities and dissimilarities in the vocabularies of simultaneous bilinguals and Japanese monolinguals and considers the possible cross-linguistic similarity effect on word acquisition. Six simultaneous Japanese–English bilingual children (mean age = 34.75 months (2.56)) were language–age-matched with six Japanese monolinguals; their productive vocabularies were compared regarding size and categories. Additionally, characteristic acquired words were compared using correspondence analyses. Results showed that, although delayed due to the reduced inputs, young bilinguals have a similar set of vocabularies in terms of word category as monolinguals. However, bilingual children’s vocabularies reflect their unevenly distributed experience with the language. Fewer interactive experiences with language speakers may result in a lower acquisition of interactive words. Furthermore, there is a cross-linguistic effect on acquisition, likely caused by form similarity between Japanese katakana words and English words. Even between languages with great dissimilarities, resources and cues are sought and used to facilitate bilingual vocabulary acquisition.

scholarly journals Input effects across domains: The case of Greek subjects in child heritage language

2018 ◽  
Vol 35 (3) ◽  
pp. 421-445 ◽  
Author(s):  
Evangelia Daskalaki ◽  
Vasiliki Chondrogianni ◽  
Elma Blom ◽  
Froso Argyri ◽  
Johanne Paradis
Keyword(s):  
Language Acquisition ◽  
North America ◽  
Heritage Language ◽  
Language Use ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Syntactic Structures ◽  
Heritage Language Acquisition ◽  
English Bilingual ◽  
Interface Hypothesis

A recurring question in the literature of heritage language acquisition, and more generally of bilingual acquisition, is whether all linguistic domains are sensitive to input reduction and to cross-linguistic influence and to what extent. According to the Interface Hypothesis, morphosyntactic phenomena regulated by discourse–pragmatic conditions are more likely to lead to non-native outcomes than strictly syntactic aspects of the language (Sorace, 2011). To test this hypothesis, we examined subject realization and placement in Greek–English bilingual children learning Greek as a heritage language in North America and investigated whether the amount of heritage language use can predict their performance in syntax–discourse and narrow syntactic contexts. Results indicated two deviations from the Interface Hypothesis: First, subject realization (a syntax–discourse phenomenon) was found to be largely unproblematic. Second, subject placement was affected not only in syntax–discourse structures but also in narrow syntactic structures, though to a lesser degree, suggesting that the association between the interface status of subject placement and its sensitivity to heritage language use among children heritage speakers is gradient rather than categorical.

Influences of language input and production on the language skills of Persian-English bilingual immersion preschool children

2020 ◽  
Vol 8 (1) ◽  
pp. 80-106
Author(s):  
Bita Payesteh ◽  
Lizbeth H. Finestack
Keyword(s):  
Preschool Children ◽  
Language Production ◽  
Heritage Language ◽  
Language Skills ◽  
Bilingual Children ◽  
Language Performance ◽  
English Bilingual ◽  
Language Input ◽  
Old Persian ◽  
The U.S

Abstract The purpose of this study was to better understand bilingualism in Persian-English preschool-aged children, and how their language performance across two domains of language related to their language production and parental language input. Participants were 15, 2- through 5-year old Persian-English bilingual children attending a Persian immersion preschool in the U.S. The participants completed a battery of language tasks in English and Persian and participants’ parents provided language input and production information. Data indicate that greater input in the heritage language outside school, Persian, will likely lead to better Persian skills, while greater English input may negatively affect the children’s Persian skills. Participants received consistent native-level Persian input in school, yet the results suggest that Persian as a heritage language in the U.S. may be susceptible to the same vulnerability that affects other non-mainstream languages.

Defining Bilingualism: Factors Contributing to Variability in Language and Literacy Development of Spanish-English Bilingual Children

2009 ◽  
Vol 16 (2) ◽  
pp. 38-44 ◽  
Author(s):  
Megan Dunn Davison
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Bilingual Children ◽  
Primary Language ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Number Of Children ◽  
Literacy Outcomes ◽  
English Bilingual ◽  
Language And Literacy Development

Abstract Given the increasing number of children from homes in which a language other than English is the primary language, it is important for speech-language pathologists to understand how bilingualism is defined and the implications of different defining factors for language development and later literacy outcomes. The purpose of this paper is to explore the factors contributing to the differences observed across bilingual language and literacy development. Previous research suggests there are differences in the language and literacy development of bilingual children due to differing ages of exposure to each language and the context in which each language is then used. Implications for assessment and interventions are discussed.

scholarly journals Cross-linguistic similarities and differences in bilingual acquisition and attrition: Possessives and double definiteness in Norwegian heritage language

2018 ◽  
Vol 21 (4) ◽  
pp. 748-764 ◽  
Author(s):  
MERETE ANDERSSEN ◽  
BJÖRN LUNDQUIST ◽  
MARIT WESTERGAARD
Keyword(s):  
Small Group ◽  
Heritage Language ◽  
Large Majority ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
English Only ◽  
English Bilingual ◽  
The Us ◽  
Similarities And Differences ◽  
Production Pattern

This study investigates possessives and modified definite DPs in a corpus of heritage Norwegian spoken in the US. Both constructions involve variation in Norwegian – two word orders for possessives (pre- and postnominal) and two exponents of definiteness (a prenominal determiner and a suffix) – while English only has one of these options. The findings show that a large majority of the heritage speakers overuse the structures that are maximally different from English structures, i.e., postnominal possessors and single suffixal definiteness marking. We argue that their production pattern is the result of cross-linguistic overcorrection (CLO). In addition, a small group of the heritage speakers show signs of cross-linguistic influence (CLI) and overuse the English-like structures in both constructions. These speakers also have a slightly lower proficiency in the heritage language. Our findings are discussed in terms of previous research on monolingual and Norwegian–English bilingual children.

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