scholarly journals Modeling Heritage Language Phonetics and Phonology: Toward an Integrated Multilingual Sound System

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 209
Author(s):  
David Natvig
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Theoretical Framework ◽  
Modular Representations ◽  
Heritage Languages ◽  
Sound System ◽  
Phonological Contrasts ◽  
Heritage Language Speakers

Although heritage language phonology is often argued to be fairly stable, heritage language speakers often sound noticeably different from both monolinguals and second-language learners. In order to model these types of asymmetries, I propose a theoretical framework—an integrated multilingual sound system—based on modular representations of an integrated set of phonological contrasts. An examination of general findings in laryngeal (voicing, aspiration, etc.) phonetics and phonology for heritage languages shows that procedures for pronouncing phonemes are variable and plastic, even if abstract may representations remain stable. Furthermore, an integrated multilingual sound system predicts that use of one language may require a subset of the available representations, which illuminates the mechanisms that underlie phonological transfer, attrition, and acquisition.

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term Heritage Language Learner

2004 ◽  
Vol 2 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Maria Carreira
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Family Background ◽  
Language Learner ◽  
Language And Culture ◽  
Heritage Language Learner ◽  
Explanatory Adequacy

What is a heritage language learner (HLL)? We argue that a pedagogically valuable answer to this question must do more than describe all individuals who ought be considered HLLs; it should also offer a roadmap for meeting the needs of HLLs with regard to language learning. To achieve this goal, which we refer to as achieving “explanatory adequacy”, the answer to the above question must 1) differentiate HLLs from second-language learners (SLLs), 2) differentiate HLLs from first-language learners (L1Ls), and 3) differentiate between different types of HLLs. In reference to the first task, we propose that HLLs are students whose identity and/or linguistic needs differ from those of second language learners by virtue of having a family background in the heritage language (HL) or culture (HC). In reference to the second task, we argue that unlike L1L-s, HLLs do not receive sufficient exposure to their language and culture to fulfill basic identity and linguistic needs. Consequently, they pursue language learning to fulfill these needs. Finally, with regard to the third task, we map out four categories of HLLs, each with different identity and linguistic needs. Along the way, we advocate for endowing all language courses where HLLs are enrolled with a focus on identity and language issues, as these relate to family background.

Acquisition of Spanish verbal morphology by child bilinguals: Overregularization by heritage speakers and second language learners

2020 ◽  
Vol 24 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Ana Fernández-Dobao ◽  
Julia Herschensohn
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Dual Immersion ◽  
Inflectional Morphology ◽  
Verbal Morphology ◽  
Heritage Speakers ◽  
Old Spanish ◽  
Present Tense

AbstractThe current study analyzes Spanish present tense morphology with a focus on overregularization. It examines written production from two groups of English/Spanish bilingual children in a dual immersion setting, Spanish heritage language (SHL) speakers (n = 21) and Spanish second language (SL2) learners (n = 41), comparing them to age-matched (nine to ten years old) Spanish majority language children (n = 15). Spanish majority children show full mastery of present tense regular, stem-changing and irregular morphology. SHL children seem to have acquired mastery of regular inflectional morphology, but not of stem-changing morphology. SL2 children are significantly less accurate than both majority Spanish and SHL children in terms of both regular and irregular morphology. Evidence of overregularization, but not of irregularization, is provided for both SHL and SL2 children. The analysis of overregularization errors supports a variational approach (Yang, 2016) to acquisition, storage and access of morphology.

The Acquisition of Spanish Gender Marking in the Writing of Heritage and Second Language Learners

2018 ◽  
Vol 15 (2) ◽  
pp. 242-267
Author(s):  
Antonio Pérez-Núñez
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Nonlinear Process ◽  
Gender Agreement ◽  
Gender Assignment ◽  
Written Production ◽  
And Gender

This study aims to expand on previous research on the acquisition of gender marking by examining the longitudinal written production of second language (L2) and heritage language (HL) learners. The written production of 24 participants (L2, n = 12; HL, n = 12) enrolled in the same course was traced over four weeks and all cases of canonical and non-canonical gender marking (i.e., gender assignment and gender agreement) were coded. The group results indicated that the HL learners were significantly more accurate than their L2 counterparts with both canonical and non-canonical ending nouns; however, close inspection of the participants’ individual accuracy patterns revealed a nonlinear process that was subject to great instability in their performance over time. Findings are discussed in light of interlanguage development and implications for research in second language acquisition are presented.

Lost in Between: the Case of Russian Heritage Speakers

2008 ◽  
Vol Volume 6 (6.1 (Spring, 2008)) ◽  
pp. 72-104
Author(s):  
Ludmila Isurin ◽  
Tanya Ivanova-Sullivan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Morphological Features ◽  
Metalinguistic Awareness ◽  
Heritage Speakers ◽  
Linguistic Performance ◽  
The U.S ◽  
Growing Population

The present paper looks at the growing population of Russian heritage speakers from a linguistic and psycholinguistic perspective. The study attempts to clarify further the notion of heritage language by comparing the linguistic performance of heritage speakers with that of monolinguals and second language learners. The amount of exposure to L1/L2, the age at which immigration to the U.S. occurred, degree of literacy in Russian, and metalinguistic awareness were among the sociolinguistic factors considered in the present study. The qualitative in-group and cross-group analyses revealed syntactic and morphological features that characterize Russian as a heritage language. The performance of heritage speakers on the narrative task differed from that of Russian monolinguals and American learners of Russian.

scholarly journals Lost in Between: The Case of Russian Heritage Speakers

2008 ◽  
Vol 6 (1) ◽  
pp. 72-103
Author(s):  
Ludmila Isurin ◽  
Tanya Ivanova-Sullivan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Morphological Features ◽  
Metalinguistic Awareness ◽  
Heritage Speakers ◽  
Linguistic Performance ◽  
The U.S ◽  
Growing Population

The present paper looks at the growing population of Russian heritage speakers from a linguistic and psycholinguistic perspective. The study attempts to clarify further the notion of heritage language by comparing the linguistic performance of heritage speakers with that of monolinguals and second language learners. The amount of exposure to L1/L2, the age at which immigration to the U.S. occurred, degree of literacy in Russian, and metalinguistic awareness were among the sociolinguistic factors considered in the present study. The qualitative in-group and cross-group analyses revealed syntactic and morphological features that characterize Russian as a heritage language. The performance of heritage speakers on the narrative task differed from that of Russian monolinguals and American learners of Russian.

“I Think That Sounds Right”

2018 ◽  
Vol 15 (3) ◽  
pp. 341-368
Author(s):  
Laura Walls
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Collaborative Writing ◽  
Implicit Knowledge ◽  
Heritage Language Learners ◽  
Language Classroom ◽  
Language Courses ◽  
Spanish Classroom

Many studies have demonstrated the benefits of learner-learner interactions in the second language classroom; however, despite the growing number of heritage language learners (HLLs) that enroll in language courses, only recently have researchers begun to examine interactions among second language learners and HLLs. Still, HLL-HLL interactions go unexamined. The present study fills this gap in the literature by analyzing HLL-HLL interactions during collaborative writing activities in a Spanish classroom. Results indicate that learners resolve lexical, grammatical, and orthographic issues accurately in most cases. It also shows that learners rely heavily on their strengths in Spanish and thus, utilize their implicit knowledge of the language. Their intuition enables them to critically assess the appropriateness of certain words and structures according to their needs and intentions; however, it also means that they tend to not fully utilize the resources at their disposal. Pedagogical implications are discussed.

Phonological processing in late second language learners: The effects of proficiency and task

2015 ◽  
Vol 20 (1) ◽  
pp. 162-183 ◽  
Author(s):  
ERIN JACQUELYN WHITE ◽  
DEBRA TITONE ◽  
FRED GENESEE ◽  
KARSTEN STEINHAUER
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Phonological Processing ◽  
Second Language Learners ◽  
Task Demands ◽  
L2 Proficiency ◽  
Directed Attention ◽  
Attention Task ◽  
L2 Learners ◽  
Phonological Contrasts

Using event related brain potentials (ERPs), we examined the neurocognitive basis of phonological discrimination of phoneme /h/ in native English speakers and Francophone late second language (L2) learners, as a function of L2 proficiency and stimulus/task demands. In Experiment 1, native and non-native (L2 only) phonological contrasts were presented as syllables during a task that directed attention to phonological form. Phonological categorization was assessed with MMN, N2b and P3b effects. In Experiment 2, the same contrasts were presented as words/ pseudowords during a task that directed attention to semantics. Phonological discrimination was assessed with N400 pseudoword effects. High proficiency L2 learners displayed similar ERPs as native speakers in both experiments; low proficiency L2 learners showed discrimination of non-native contrasts in Experiment 1 (directed attention task) only. Thus, L2 phonological discrimination by late learners may depend on stimulus/task factors and occurs in a wider range of contexts as L2 proficiency improves.

Advanced Proficiency: A Practitioner’s Perspective on this Special Issue

2013 ◽  
Vol 10 (2) ◽  
pp. 139-152
Author(s):  
Maria Carreira
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
Linguistic Knowledge ◽  
Heritage Language Learners ◽  
Heritage Languages ◽  
Instruction And Curriculum ◽  
Advanced Proficiency ◽  
High Level ◽  
Heritage Language Speakers ◽  
Shed Light

The papers in this issue seek to shed light on the role that these and other factors play in the development of heritage languages and the achievement of high-level proficiency by heritage language learners (HLLs). Addressing three general areas of inquiry: (1) the linguistic knowledge and needs of advanced heritage language speakers, (2) assessment, and (3) instruction and curriculum and program design, these papers alert us to the complexity of the issues surrounding the development of advanced proficiency and orient us to key considerations in the design of effective instructional practices.

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