scholarly journals Análisis de las funciones comunicativas en el habla de niños inmigrantes bilingües de origen coreano y mexicano

2016 ◽  
Vol 5 (2) ◽  
pp. 66-73 ◽  
Author(s):  
Jin Sook Lee ◽  
Jane Y. Choi ◽  
Laura Marqués-Pascual
Keyword(s):  
Language Proficiency ◽  
Mexican American ◽  
Heritage Language ◽  
Language Use ◽  
Descriptive Analysis ◽  
The United States ◽  
Language Functions ◽  
Imaginary Play ◽  
Additive Bilingualism ◽  
American Children

<p class="AbstractText">For children from immigrant families, opportunities to develop additive bilingualism exist, yet bilingual attainment has varied widely. Given the significance of language development opportunities in home settings, this study examines the home language use of 20 second-generation children (ages 6-8) of Mexican and Korean descent in the United States. Using a language function framework, we provide a descriptive analysis of the communicative functions performed by these children and how their proficiency level, the interlocutors, and their home settings may influence their language use. Data include English and heritage language proficiency assessments, interviews with children and their mothers, and multiple video recordings of home interactions.  Findings show little variation in the kinds of language functions performed by these children who mainly used language to convey or seek factual information, unless they were involved in imaginary play.  Moreover, children found creative ways to communicate different linguistic functions as needed, even among those with limited proficiency. Interestingly, the Mexican American children had a greater tendency to use more heritage language in the home than the Korean American children, who used more English. The children rarely engaged in intersentential code-switching.  Implications for educators, parents, and researchers are discussed.</p>

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

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.

scholarly journals Demographic and Socioeconomic Factors Associated with Blood Lead Levels among Mexican-American Children and Adolescents in the United States

2005 ◽  
Vol 120 (4) ◽  
pp. 448-454 ◽  
Author(s):  
Leo S. Morales ◽  
Peter Gutierrez ◽  
Jose J. Escarce
Keyword(s):  
United States ◽  
Drinking Water ◽  
Mexican American ◽  
Family Income ◽  
Blood Lead ◽  
The United States ◽  
Blood Lead Levels ◽  
Mexican American Youth ◽  
Lead Levels ◽  
American Children

Objective. This study was designed to assess demographic and socioeconomic differences in blood lead levels (BLLs) among Mexican-American children and adolescents in the United States. Methods. We analyzed data from the Third National Health and Nutrition Examination Survey, 1988–1994, for 3,325 Mexican-American youth aged 1 to 17 years. The main study outcome measures included a continuous measure (μg/dL) of BLL and two dichotomous measures of BLL (⩾5 μg/dL and ⩾10 μg/dL). Results. The mean BLL among Mexican-American children in the United States was 3.45 μg/dL (95% confidence interval [CI] 3.07, 3.87); 20% had BLL ⩾5 μg/dL (95% CI 15%, 24%); and 4% had BLL ⩾10 μg/dL (95% CI 2%, 6%). In multivariate analyses, gender, age, generational status, home language, family income, education of head of household, age of housing, and source of drinking water were statistically significant independent predictors ( p<0.05) of having higher BLLs and of having BLL ⩾5 μg/dL, whereas age, family income, housing age, and source of drinking water were significant predictors ( p<0.05) of having BLL ⩾10 μg/dL. Conclusions. Significant differences in the risk of having elevated BLLs exist among Mexican-American youth. Those at greatest risk should be prioritized for lead screening and lead exposure abatement interventions.

Multilingual Accommodation in Namibia

2016 ◽  
Vol 36 (2) ◽  
pp. 167-187 ◽  
Author(s):  
Gerald Stell ◽  
Marko Dragojevic
Keyword(s):  
Language Proficiency ◽  
Heritage Language ◽  
Language Use ◽  
Communication Accommodation ◽  
Communication Accommodation Theory ◽  
Intergroup Interactions ◽  
Intergroup Encounters ◽  
Accommodation Theory

This study examined how six different ethnolinguistic groups in Windhoek, capital of Namibia, adjust their language use during intergroup encounters. Invoking communication accommodation theory, we predicted that relatively low-vitality groups (high-vitality groups) would be inclined towards linguistic convergence (maintenance), but that these general patterns would be moderated by prevailing sociocultural norms and each group’s language proficiency. These hypotheses were largely supported. Relatively low-vitality groups tended to linguistically converge (typically via lingua francas), whereas relatively high-vitality groups tended to engage in linguistic maintenance. This resulted in two distinct patterns of adjustment: (a) symmetrical accommodation in interactions involving groups of relatively equal vitality, typically consisting of mutual convergence to lingua francas or mutual maintenance of a shared heritage language and (b) asymmetrical accommodation in intergroup interactions involving groups of relatively unequal vitality, typically consisting of upward convergence among lower vitality groups, and maintenance among higher vitality groups.

scholarly journals Intra-racial disparities: The effect of poverty and obesity on the psychosocial profile of Mexican-American children

Salud Mental ◽  
2016 ◽  
Vol 39 (3) ◽  
pp. 117-122
Author(s):  
Marie Leiner ◽  
◽  
Jesús Peinado ◽  
María Theresa Villanos ◽  
Ricardo Uribe ◽  
...  
Keyword(s):  
Mental Health ◽  
Racial Differences ◽  
Clinical Setting ◽  
Mexican American ◽  
The United States ◽  
Normal Weight ◽  
Racial Group ◽  
Weight Category ◽  
Psychosocial Profile ◽  
American Children

Abstract Introduction. The high prevalence of obesity among children of Mexican descent, living in either Mexico or the United States (US), might indicate they are at a higher risk when compared to other groups. Previous mental health studies have had conflicting outcomes, which may be the result of considering these children as a homogeneous group (by race or ethnicity) instead of considering intra-racial group disparities (e.g. socio-economic status, adversities). Objective: To compare the psychosocial profile by weight category (normal weight, overweight, or obese) of impoverished Mexican descendent children in a clinical setting. Objective. To compare the psychosocial profile by weight category (normal weight, overweight, or obese) of impoverished Mexican descendent children in a clinical setting. Method. The study design was cross sectional. Information was retrieved from medical records (N = 2237) that were obtained from five university-based clinics in a large metropolitan area on the US-Mexico border from May 2009 to August 2010. Results. Psychosocial and behavioral problems were present among this intra-racial group of Mexican-American children, with higher scores in the overweight and obese children than in the normal-weight children. Discussion and conclusion. Intra-racial differences among obese and overweight children could account for variation in results regarding the mental health of Mexican American children. Considering intra-racial group disparities when providing healthcare may improve delivery and promote better mental and health outcomes because some groups may need more attention than others. In addition, considering these groups when designing studies, may improve the accuracy and precision of study result interpretations.

The contributions of oral language to English reading outcomes among young bilingual students in the United States

2020 ◽  
pp. 136700692093813
Author(s):  
Becky H Huang ◽  
Lisa M Bedore ◽  
Luping Niu ◽  
Yangting Wang ◽  
Nicole Y Y Wicha
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Language Use ◽  
Frequency Factor ◽  
The United States ◽  
Bilingual Students ◽  
Reading Outcomes ◽  
Oral Language Proficiency ◽  
English Reading ◽  
Reading Frequency

Aims and objectives/purpose/research questions: The current study examined the language-reading relationship for bilingual students in two grade levels (grades 1 and 3) and for two reading outcomes (decoding and comprehension) to understand the contribution of oral language in English reading. The study also explored the potential mediating role of oral language between language use, reading frequency, and reading outcomes. Design/methodology/approach: The study included 60 bilingual students from bilingual households that speak a language other than, or in addition to, English. All participants completed a battery of language and reading assessments and a background survey. Data and analysis: Three separate confirmatory factor analyses were conducted to derive an Oral Language factor (from oral language assessments), a Language Use factor, and a Reading Frequency factor (from survey items). A multivariate regression was conducted to investigate whether the language-reading relationship differed by grade and reading outcome. A multivariate mediation analysis was also conducted to examine whether the Oral Language factor mediates the effect of Language Use and Reading Frequency on reading outcomes. Findings/conclusions: Oral language proficiency significantly predicted both decoding and comprehension for both grades. Oral language also mediated the relationship between reading frequency and reading outcomes. Originality: This study investigates the contributions of oral language in young bilingual students’ English reading outcomes, which is an under-explored topic. Significance/implications: The results demonstrated the importance of oral language proficiency in bilingual students’ reading outcomes. Oral language plays a robust role in not only reading comprehension but also decoding. The study also clarified that the effects of reading frequency on reading outcomes are indirect and mediated via oral language. Improving bilingual students’ oral language proficiency coupled with promoting their reading frequency can help promote their reading outcomes.

scholarly journals Professional language use by alumni of the Harvard Medical School Medical Language Program

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Joseph A. Pereira ◽  
Kari Hannibal ◽  
Jasmine Stecker ◽  
Jennifer Kasper ◽  
Jeffrey N. Katz ◽  
...  
Keyword(s):  
Medical School ◽  
Language Proficiency ◽  
Harvard Medical School ◽  
Language Use ◽  
The United States ◽  
Paired Data ◽  
Language Program ◽  
Medical Language ◽  
Language Courses

Abstract Background Despite the growing number of patients with limited English proficiency in the United States, not all medical schools offer medical language courses to train future physicians in practicing language-concordant care. Little is known about the long-term use of non-English languages among physicians who took language courses in medical school. We conducted a cross-sectional study to characterize the professional language use of Harvard Medical School (HMS) alumni who took a medical language course at HMS and identify opportunities to improve the HMS Medical Language Program. Methods Between October and November 2019, we sent an electronic survey to 803 HMS alumni who took a medical language course at HMS between 1991 and 2019 and collected responses. The survey had questions about the language courses and language use in the professional setting. We analyzed the data using descriptive statistics and McNemar’s test for comparing proportions with paired data. The study was determined not to constitute human subjects research. Results The response rate was 26% (206/803). More than half of respondents (n = 118, 57%) cited their desire to use the language in their future careers as the motivation for taking the language courses. Twenty-eight (14%) respondents indicated a change from not proficient before taking the course to proficient at the time of survey whereas only one (0.5%) respondent changed from proficient to not proficient (McNemar’s p-value < 0.0001). Respondents (n = 113, 56%) reported that clinical electives abroad influenced their cultural understanding of the local in-country population and their language proficiency. Only 13% (n = 27) of respondents have worked in a setting that required formal assessments of non-English language proficiency. Conclusions HMS alumni of the Medical Language Program reported improved language proficiency after the medical language courses’ conclusion, suggesting that the courses may catalyze long-term language learning. We found that a majority of respondents reported that the medical language courses influenced their desire to work with individuals who spoke the language of the courses they took. Medical language courses may equip physicians to practice language-concordant care in their careers.

Language use and intergenerational transmission of heritage Veneto in the rural area of Santa Teresa, Brazil

2019 ◽  
Vol 2019 (260) ◽  
pp. 37-59
Author(s):  
Sarah Loriato
Keyword(s):  
Rural Area ◽  
Heritage Language ◽  
Language Use ◽  
Language Shift ◽  
Age Groups ◽  
The United States ◽  
Southeastern Brazil ◽  
Language Abilities ◽  
Preliminary Study ◽  
Near Future

Abstract This article examines the current sociolinguistic situation of Veneto in Santa Teresa, a small municipality located in the highlands of the state of Espirito Santo, in Southeastern Brazil. Santa Teresa was founded in 1874 by a group of about 300 Italian immigrants from Veneto-speaking towns in Northern Italy. The study is based on a survey conducted in 2016, which compares three distinct age groups of descendants of Veneto heritage residing in the rural area of Santa Teresa by examining self-rated language abilities in both Veneto and Portuguese, language use, and attitudes. The 98 informants that participated in this study belong to the third, fourth, fifth, and sixth generations of Veneto descendants. At the conclusion of this preliminary study, the results of the self-evaluations show that Veneto continues to be spoken and used at home, at work, and with neighbors and friends by respondents of all of these generations, which means that the rural community of Santa Teresa surpassed the typical three-generation shift to the majority language observed in heritage language families in the United States. However, findings also indicate that language shift towards Portuguese is taking place in Santa Teresa, and that the heritage language runs the risk of disappearing in the near future if nothing is done to stop the ongoing language shift.

scholarly journals Attitudes of Chinese Immigrant Parents to the Heritage Language Maintenance Have Positively Affected Their Children’s Chinese Learning in the United States

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Wenting Zhou
Keyword(s):  
United States ◽  
Language Proficiency ◽  
Heritage Language ◽  
Chinese Language ◽  
The United States ◽  
Study Data ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Chinese Heritage Language ◽  
Chinese Immigrant Parents

This study explores the relationship between Chinese parents' language background and their children's performance of learning Chinese language in the United States. Since an increasing number of Chinese immigrant families brought their children to the Chinese language school, bilingual education in those kinds of families has raised specific notice recently. In this study, data collection included surveys, audio-taped interviews, observations, and students' Chinese language test scores. Those participants were divided into two groups, the students took the children's self-satisfaction questionnaire, and the parents took the demographic survey separately. Besides, the content of audio-taped interviews was transcribed as statistical variances to find and identify patterns of the results.     Those three research questions need to be answered in this study: 1. What are the attitudes and actions of those Chinese immigrant parents who do have regard to their Children's Chinese language and literacy learning? 2. Why do some parents feel challenged to maintain Chinese in the home and face the intense pressure of English usage outside society? 3. Is there any connection between Chinese heritage language proficiency and self-efficacy in learning? After the study, the results showed a positive relationship between Chinese heritage language proficiency and students' self-esteem. Parents who were most insistent on using Chinese in the home were most successful in maintaining their children's Chinese, and they also got a better score on the Chinese language tests.

Can German Remain a Vital Heritage Language in the United States?

2013 ◽  
Vol 10 (3) ◽  
pp. 305-315
Author(s):  
Renate Ludanyi
Keyword(s):  
United States ◽  
Language Proficiency ◽  
Heritage Language ◽  
The United States ◽  
Language Instruction ◽  
German Language ◽  
Language Schools ◽  
The U.S ◽  
Culture And Language

The demise of German as a pervasive language for 300 years in the United States is due to historical and demographic reasons. Creating an awareness of Germany as an important country and strengthening the role of German teaching has gained advocates in educational and political circles in Germany as well as in the United States. Less understood and supported is the situation of German as a heritage language,despite a multitude of native German speakers who reside in the United States, in part due to global economic needs and who continue to be attracted to German as a language of use. This article describes the work of private German language schools to develop language proficiency, opportunities to use German, and a desire to speak it,and pleads for more research on German as a heritage language and interest in German language conservation.Although Austria and Switzerland also contribute to the preservation of their culture and language abroad by maintaining schools, cultural forums, etc., this article will focus primarily on Germany’s efforts to develop German language instruction in the U.S.

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