The Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners

2011 ◽  
Vol 8 (2) ◽  
pp. 199-235
Author(s):  
Chan Lü ◽  
Keiko Koda
Keyword(s):  
Heritage Language ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Language And Literacy ◽  
Literacy Support ◽  
Oral Vocabulary ◽  
Chinese Heritage Language ◽  
The Impact ◽  
At Home

Studies on monolingual children have shown that home language and literacy support is crucial in children's early literacy acquisition. However, such support has not been examined as thoroughly among bilingual children, including heritage speakers. This study investigated the effect of home language and literacy support on important precursors of literacy skills including oral vocabulary knowledge, phonological awareness, and decoding skill in English and Chinese, among a group of 37 Chinese heritage language (CHL) learners. Our results suggest that the use of Chinese at home supported children's language and literacy skills in Chinese, especially their oral vocabulary knowledge; support of learning Chinese at home did not hinder children's acquisition of literacy skills in English. Implications for parents and teachers of CHL learners in relation to their biliteracy learning are discussed.

The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood

2017 ◽  
Vol 14 (2) ◽  
pp. 100-123
Author(s):  
Alejandro Cuza ◽  
Lauren Miller ◽  
Adrian Pasquarella ◽  
Xi Chen
Keyword(s):  
Service Learning ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Heritage Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Language And Literacy ◽  
Learning Program

The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.

The Roles of Phonological Awareness and Oral Vocabulary Knowledge in English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners

2017 ◽  
pp. 30-48 ◽  
Author(s):  
Chan Lü ◽  
Keiko Koda
Keyword(s):  
Phonological Awareness ◽  
Heritage Language ◽  
Word Reading ◽  
Reading Development ◽  
Vocabulary Knowledge ◽  
Word Decoding ◽  
Learning To Read ◽  
Oral Vocabulary ◽  
Character Reading ◽  
Chinese Heritage Language

In this study, we examined how reading development varies between two typologically distant languages within biliteracy learners. Specifically, we compared the relative contributions of two oral variables, oral vocabulary knowledge and phonological awareness, to word reading development in school-age Chinese heritage language (CHL) speakers who were learning to read Chinese and English concurrently. The results showed that oral vocabulary knowledge accounted for a significant portion of the variance in Chinese character reading, but it contributed to English and Pinyin word decoding only indirectly through phonological awareness within each language. Phonological awareness was significant in explaining performance differences in English and Pinyin word reading across languages as well. These findings suggest that phonological awareness and oral vocabulary knowledge play distinct roles in learning to read in typologically diverse languages; more importantly, that each oral sub-skill contributes differently to word reading development when shared across typologically diverse languages.

The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills

2011 ◽  
Vol 20 (4) ◽  
pp. 315-330 ◽  
Author(s):  
Sonia Q. Cabell ◽  
Laura M. Justice ◽  
Shayne B. Piasta ◽  
Stephanie M. Curenton ◽  
Alice Wiggins ◽  
...  
Keyword(s):  
Literacy Skills ◽  
Language And Literacy ◽  
The Impact

scholarly journals The impact of Home Languange and Home Resources on Reading Achievement in ten-years-olds in Norway, PIRLS 2016

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Olaug Strand ◽  
Knut Schwippert
Keyword(s):  
Reading Achievement ◽  
Language Learning ◽  
First Language ◽  
Literacy Skills ◽  
Home Language ◽  
Fifth Grade ◽  
Relative Contribution ◽  
Using Data ◽  
Additional Support ◽  
The Impact

The aim of the current study was to examine the associations between a child’s home language, home resources for learning to read and reading achievement. Whereas the role of a child’s first language in second language learning and literacy skills has shown contradictory results, there is an established body of empirical evidence documenting the relationship between home resources and academic achievement. The study was conducted to extend existing knowledge on the relative contribution of home language and home resources on reading achievement. Using data from the Norwegian participation in Progress in International Reading Literacy Study (PIRLS) 2016, fifth grade, mean age 10.8 years (n = 4232), regression analysis reveals, overall, that home resources is more strongly related to reading achievement than a child’s home language. In the search for extended knowledge about the complex mechanisms behind achievement differences, we argue that several factors in addition to home language need to be considered, so that any initiative that is identified as effective to compensate for diversity will be beneficial for all students who need additional support in their reading development.

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

scholarly journals Linguistic Profiling of Heritage Speakers of an Endangered Language: The Case of Vlach Aromanian–Greek Bilinguals

2020 ◽  
Vol 6 (1) ◽  
pp. 626-641
Author(s):  
Alexandra Prentza ◽  
Maria Kaltsa
Keyword(s):  
Heritage Language ◽  
Age Of Onset ◽  
Literacy Skills ◽  
Home Language ◽  
Language Practices ◽  
Heritage Speakers ◽  
Language Competence ◽  
Endangered Language ◽  
Bilingual Speakers ◽  
Substantial Decline

AbstractThis is the first attempt to profile the heritage speakers of an endangered spoken-only variety of Vlach Aromanian in Greece. Neither the variety nor its speakers has been investigated before; hence, the study also aims at evaluating the exact state of endangerment of the Sirrako variety, as this is revealed by the language practices and skills of its bilingual speakers. To this aim, a background questionnaire was developed and administered to 60 bilingual speakers of Vlach Aromanian and Greek including questions on the age of onset of exposure to both languages, early home language practices, current language practices (orality and literacy) and attitudes toward the heritage and majority language. Significant variation in language practices, literacy skills, oral input and current competence across three generations of speakers was identified with a substantial decline in heritage language competence in younger bilinguals, verifying our claim of the endangered state of Vlach Aromanian.

scholarly journals The process of acquiring the heritage or home language by children in immigrant families (A case study of Iranian migrant families to Georgia)

2021 ◽  
Vol X (3) ◽  
pp. 81-87
Author(s):  
Akram Khosravi ◽  
Keyword(s):  
Heritage Language ◽  
Mother Tongue ◽  
Immigrant Families ◽  
Home Language ◽  
Survey Study ◽  
Migrant Families ◽  
Language Knowledge ◽  
Independent Variable ◽  
The Impact

In this study, we are researching the impact of immigration on acquiring the heritage language in Iranian immigrant families to Georgia whose children age was between 3 to 15 years. The methodology used in this research is a survey study in the Iranian community, and the results methodology is questionnaires. According to the answers and the independent variable which is immigration, the result has shown that Iranian immigrant families to Georgia try to keep their heritage language even though some families were multinational. People are immigrating in the 21st century more than ever. This result is that people are being separated from their mother tongue and joining a new world and language. One of the challenges people face is how to preserve their heritage language while it faces a variety of obstacles that may be lost by its speakers. In this research, we study the effects of immigration on language knowledge from each side in addition to find out how the immigrant family’s children acquire languages.

The impact of a language-enhancement intervention on at-risk preschoolers' language and literacy skills

2010 ◽  
Author(s):  
Sonia Cabell ◽  
Laura Justice ◽  
Shayne Piasta ◽  
Stephanie Curenton ◽  
Alice Wiggins ◽  
...  
Keyword(s):  
At Risk ◽  
Literacy Skills ◽  
Language And Literacy ◽  
The Impact
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