scholarly journals impact of the socio-economic status on the German receptive noun and verb vocabulary in simultaneous bilingual children with Russian and Turkish as heritage languages

2019 ◽  
Vol 62 ◽  
pp. 76-88
Author(s):  
Maria Antonietta Osso
Keyword(s):  
Heritage Language ◽  
Language Skills ◽  
American English ◽  
Economic Status ◽  
Bilingual Children ◽  
Positive Relation ◽  
Common Pattern ◽  
Heritage Languages ◽  
Socio Economic Status ◽  
Language Groups

A growing body of evidence shows a positive relation between the language skills of a child and the socio-economic status (SES) of his/her parents. These studies have mainly been conducted in an American English monolingual context. The current paper addresses the question of whether SES has a comparable impact on the simultaneous bilingual language acquisition. In this study, noun and verb test scores of German simultaneous bilingual children with Turkish and Russian as heritage languages are related to the SES of their parents – to verify the existence and the nature of a common pattern. The results do not show common patterns across the two heritage language groups, suggesting the existence of other confounding factors.  

Turkish-Style Segregation

2017 ◽  
Vol 45 (3) ◽  
pp. 235-270 ◽  
Author(s):  
Ela Ataç
Keyword(s):  
Residential Segregation ◽  
Urban Areas ◽  
Economic Status ◽  
Anglo Saxon ◽  
The West ◽  
Common Pattern ◽  
Economic Segregation ◽  
Socio Economic Status ◽  
Different Characteristics ◽  
Shed Light

Research into social and spatial segregation in urban areas has a very long tradition in the Anglo-Saxon geography. Even after the 2000s only a few researchers have turned to the non-Western countries to understand and explain segregation in different geographies. As a country in-between the East and the West, in Turkey, where segregation reveals itself in many forms there are very few studies dealing directly with the question of segregation. The article thus deems it crucial to shed light on a rarely-known geography in terms of residential and socio-economic segregation practices focusing on a larger Anatolian geography. Key findings show that as far as residential segregation is concerned among socio-economic status groups, Turkish cities have a characteristic pattern where the highest and the lowest status groups never share a common border in urban areas. But, it is also seen that socio-economic groups behind this common pattern exhibit completely different characteristics.

scholarly journals New Migration Motives and New Settlement Challenges: Integration Experience of Korean Immigrants in the Toronto CMA

2021 ◽  
Author(s):  
Byung Chun Oh
Keyword(s):  
Social Transformation ◽  
Market Integration ◽  
Language Skills ◽  
Economic Status ◽  
The United States ◽  
Korean Immigrants ◽  
Official Language ◽  
Middle Income ◽  
Global Migration ◽  
Socio Economic Status

This paper explores the migration motives and the integration experiences of recent Korean immigrants in the Toronto CMA, who are significantly different from their previous cohorts in terms of migration motives, socio-economic status, and settlement experiences. These differences can be attributed to changes in social transformation and economic development in Korea as well as to accelerated globalization and global migration trends. Recent Korean immigrants are characterized as middle-income earners who possess higher levels of education, skills, and wealth, with a strong desire to educate their children in developed Western countries where English is an official language. Despite recent Korean immigrants' increased human capital, their labour market integration has experienced great difficulties mainly due to a lack of Canadian official language skills. In addition, since the end of the twentieth Century, Korean migrants have increasingly been choosing Canada over the United States as their destination of migration. This shift indicates that Koreans are looking for new answers in search of better lives for their futures.

scholarly journals Developing Linguistic/Cultural Competence in Heritage Languages

2019 ◽  
Vol 34 (7) ◽  
pp. 1302-1302
Author(s):  
T Judd ◽  
O Sanchez
Keyword(s):  
Interpersonal Communication ◽  
Language Proficiency ◽  
Clinical Competence ◽  
Heritage Language ◽  
Language Skills ◽  
Cultural Resources ◽  
Heritage Languages ◽  
Professional Literature ◽  
Cognitive Academic Language Proficiency ◽  
Research Populations

Abstract The field of neuropsychology is diversifying its workforce, in part, to access linguistic/cultural resources that can aid in the provision of improved services to our research and clinical populations. Consequently, a growing number of people enter the field with knowledge of a heritage language learned at home. To exploit this resource optimally, the profession needs to incorporate training for clinical competence in the heritage language/culture. Many entering the field have Basic Interpersonal Communication Skills (BICS) in their heritage language, but not Cognitive Academic Language Proficiency Skills (CALPS) or clinical proficiency. Based on our training experiences, we present a comprehensive, aspirational model of honing clinical competence in the heritage language that includes the following components: Goal settingTraining planAcademic creditMentoringPeer supportEvaluating language needsFormal language instructionInterpreter trainingLanguage Immersion experiencesClinically-directed language learningAccessing in-language professional literature, tests, and other resourcesTraining in basic cultural competenciesLearning about heritage culture academically and clinicallyEasing into in-language clinical experienceSupervisionAttention to language skills during clinical trainingContinuous learning This general model needs to be flexible in its application due to variability in the trainee’s base language skills, available faculty and resources, available clinical and research populations, individual goals, and language-specific characteristics.

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.

scholarly journals The Influence of Psycho-Social Environment and Socio-Economic Status on Early Language Development Among Toddlers

2017 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Bardha Kika
Keyword(s):  
Language Development ◽  
Low Income ◽  
Parental Education ◽  
Early Education ◽  
Language Skills ◽  
Economic Status ◽  
Influential Factor ◽  
Emotional And Behavioral Problems ◽  
Positive Correlation ◽  
Socio Economic Status

Learning to talk is one of the most visible and important achievements of early childhood (Rvachew, 2015). Language skills, in particular, are critical to children’s adjustment in school and in later life (Benner, Nelson, Ron, Epstein, 2002). There is evidence to suggest that children with language problems may develop social, emotional,and behavioral problems (Schoon, Parsons, - Rush, 2010). In the literature, the environment with all its complexities it is mentioned as one of the most influential factor for the language development (Johnston, 2010). However, most of the studies that treated this aspect have been conducted in developed countries and less is known whether the pattern of influence is the same among other underrepresented study population. This study is focused on identification of the role of the environment on the toddlers’ language development in a low-income country, such as Kosovo. In total, 201 randomly selected parents (55% males) from three kindergartens in Kosovo were interviewed for this study. We used the Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP; Wetherby-Prizant, 2002) to collect the data and a demographic questionnaire to identify the characteristics of the environment. The preliminary results show a positive correlation between parental education and toddlers’ language development (r = .19, p - .01). Moreover, a positive correlation was found between socio-economic status and toddlers’ language (r = .21, p - .05). Importantly, it was found that there are significant differences between toddlers’ language that frequent kindergarten and the group of toddlers that do not frequent early education institution. The present finding goes into the same line with other studies that confirm environment as important factor on language acquisition. Not only parent’s education, but also the economic status is shown to play a major role on language development. Most importantly, it is shown that along with family kindergarten influences the toddler language skills. These results that attend kindergarten have significantly higher language skills. This can serve to develop intervention programs in Kosovo, to raise awareness among general population for the importance of the early education attendance, which currently is less than 10%.

scholarly journals Is there a bilingual advantage? the effects of non-English language skills on occupational attainment among immigrants and natives

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Josep Ubalde ◽  
Josiah Heyman
Keyword(s):  
Labor Market ◽  
English Language ◽  
Language Skills ◽  
Economic Status ◽  
Occupational Attainment ◽  
Language Diversity ◽  
Language Fluency ◽  
Bilingual Advantage ◽  
Socio Economic Status ◽  
English Language Fluency

Abstract There is a considerable number of studies that analyze the benefits of language(s) in the labor market. It is a sensitive topic because of its relevance for language maintenance, and therefore, for the selective acculturation of immigrants in host societies. In this paper, the effect of non-English language fluency on the occupational attainment of immigrants and natives is analyzed, both in terms of occupational wages and socio-economic status. Results indicate that there is no advantage associated with non-English language fluency, either for natives or immigrants. Rather, a penalty for the specific case of Spanish fluency among immigrants was found. Three explanations from previous literature regarding the benefits of bilingualism in the labor market – human capital, devaluation and discrimination— are discussed in relation to the obtained results. The paper concludes with some recommendations about the recognition of language diversity in the labor market and policies aimed at the integrative acculturation of immigrants.

scholarly journals Socio-economic status as a proxy for input quality in bilingual children?

2020 ◽  
Author(s):  
Cecile De Cat
Keyword(s):  
Language Proficiency ◽  
Parental Education ◽  
Economic Status ◽  
Two Dimensions ◽  
Bilingual Children ◽  
Parental Occupation ◽  
Socio Economic Status ◽  
Input Quality ◽  
Language Exposure ◽  
Proficiency Scores

This study investigates the effect of socio-economic status (SES) as a proxy for input quality, in predicting language proficiency. Different operationalizations of SES are compared, including simple measures (parental education and parental occupation) and complex measures combining two dimensions (among parental education, parental occupation, and deprivation risk). All significantly predict overall English proficiency scores in a diverse group of 5- to 7-year-olds acquiring English and another language. The most informative SES measure in that respect is shown to be a complex measure combining parental education and parental occupation. That measure is used in a second set of analyses showing that different aspects of languageare affected differently by variations in SES and in language exposure.

scholarly journals Vocabulary production in toddlers from low-income immigrant families: evidence from children exposed to Romanian-Italian and Nigerian English-Italian

2021 ◽  
pp. 1-14
Author(s):  
Chiara BARACHETTI ◽  
Marinella MAJORANO ◽  
Germano ROSSI ◽  
Elena ANTOLINI ◽  
Rosanna ZERBATO ◽  
...  
Keyword(s):  
Low Income ◽  
Heritage Language ◽  
Immigrant Families ◽  
Phonological Similarity ◽  
Bilingual Children ◽  
Low Ses ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Heritage Languages ◽  
The Relationship

Abstract The relationship between first and second language in early vocabulary acquisition in bilingual children is still debated in the literature. This study compared the expressive vocabulary of 39 equivalently low-SES two-year-old bilingual children from immigrant families with different heritage languages (Romanian vs. Nigerian English) and the same majority language (Italian). Vocabulary size, vocabulary composition and translation equivalents (TEs) were assessed using the Italian/L1 versions of the CDI. Higher vocabulary in Italian than in the heritage language emerged in both groups. Moreover, Romanian-Italian-speaking children produced higher proportions of TEs than Nigerian English-Italian-speaking children, suggesting that L1-L2 phonological similarity facilitates the acquisition of cross-linguistic synonyms.

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