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The heritage language maintenance of Chinese migrant children and their families
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Wang, Yining. - : Sydney, Australia : Macquarie University, 2020
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| 162 |
The mirror effect in the language ideologies of Amazighs and Quechuas in Catalonia ; L’efecte mirall en les ideologies lingüístiques dels amazics i els quítxues a Catalunya
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In: Treballs de Sociolingüística Catalana; Núm. 30: Trajectòries sociolingüístiques: nous i vells parlants; 139-155 (2020)
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| 163 |
Disparities in Social Capital: The Shared Journey of African American/Black Sign Language Interpreters
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In: Master of Arts in Interpreting Studies and Communication Equity Thesis or Action Research Project (2020)
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| 164 |
Functional load, token frequency, and contact-induced change in Toronto Heritage Cantonese vowels
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In: English Faculty Scholarship (2020)
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| 165 |
Heritage bilingualism and the acquisition of English as a third language
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| 166 |
Aquisição do vocabulário e manutenção do português língua de herança por meio de leitura
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| 167 |
Competência metafórica dos falantes de português língua de herança na Suiça
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| 168 |
A sociophonetic analysis of Farsi vowel systems among heritage speakers and immigrants of Persian ethnicity in Oklahoma
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In: Toronto Working Papers in Linguistics; Vol 42 (2020) ; 1718-3510 ; 1705-8619 (2020)
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| 169 |
Variation in subject doubling in Homeland and Heritage Faetar
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In: Toronto Working Papers in Linguistics; Vol 42 (2020) ; 1718-3510 ; 1705-8619 (2020)
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| 170 |
Internal and External Factors in Heritage Language Acquisition : Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom
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In: Frontiers in Education ; 5 (2020). - 20. - Frontiers Media. - eISSN 2504-284X (2020)
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| 171 |
Korean emergent bilingual students’ language use and translanguaging
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Abstract:
Researchers in the bilingual/biliteracy fields have investigated how emergent bilinguals developed their English language and literacy skills (e.g., Francis, Lesaux, & August, 2006), but very little attention has been given to students' language and literacy development in their heritage language (HL) (August & Shanahan, 2010; Goldenberg, 2011; Shanahan & Beck, 2006). Several researchers reported that when emergent bilingual children attended U.S. classrooms taught only in English, the children often lost or did not continue to develop their HL (Hinton, 2008; Ro & Cheatham, 2009; Shin, 2005; Tse, 2001; Wong-Fillmore, 1991). Although much of the HL shift/loss research has occurred with Latinx students (Gandara & Hopkins, 2003; Suarez-Orozco & Suarez-Orozco, 2001), this phenomenon has also occurred with Korean emergent bilinguals in the U.S. (Chung, 2008; Shin, 2005). Previously, much of the language loss/shift research with emergent bilingual children was conducted from a monoglossic perspective, and researchers who embraced monoglossic ideology often considered their use of two separate languages as deficient behavior (Bailey, 2007). Recently, researchers conducted studies that rejected the monoglossic ideology, using instead a heteroglossic perspective to examine bilinguals’ translanguaging practices when they utilized their full language resources from their two languages (e.g., Bauer, Presiado, & Colomer, 2017; García & Godina, 2017; Palmer, Martínez, Mateus, & Henderson, 2014). However, because most of the translanguaging research has dealt with the Spanish bilingual group, we have little understanding of how emergent bilingual children from other language minority groups in the U.S. (such as Korean-English bilinguals) develop and use their oral and written languages. The number of Korean immigrants to the U.S. has grown rapidly since the Immigration Act of 1965 (U.S. Census Bureau, 2016), and many Korean parents financially support HL schools for their children’s HL learning and development (Shin & Krashen, 1998). However, the extent to which Korean emergent bilinguals in the U.S. develop and use their oral and written Korean when they attend Korean HL schools is a question that has not received much attention in the bilingual/biliteracy research to date. To add to what is known about the role of the emergent bilingual students’ HL in their bilingual development and performance, the present study investigates the bilingual (Korean – English) language performance of Korean emergent bilingual children (1st and 3rd grade) who attended a Korean HL school on Saturdays. This study addresses the following research questions: What characterized the Korean bilingual first and third graders’ oral and written use of Korean and English at a Heritage Korean Language School? How did the focal Korean bilingual third graders’ oral and written language use compare to their earlier use as first graders? What were the socio-cultural influences on the focal Korean bilingual first and third graders’ language use? The findings can help to fill the gaps in the field of bilingual/biliteracy research by examining non-Latinx bilingual students’ (i.e. Korean) language use and practice from a heteroglossic perspective in instructional settings other than dual language classrooms (e.g. HL classroom). Qualitative discourse analysis and case study methods from a constructivist/interpretive paradigm were used to collect and analyze data (i.e. audio-recordings of classroom interactions, writing samples, and semi-structured interviews) during the Spring 2016 semester. The findings showed that the three first-grade English proficient students used more English than Korean and engaged in translanguaging when they spoke and wrote, although their translanguaging in writing was much less than in their spoken language. On the other hand, the three third-grade English proficient students spoke more Korean than English and composed mostly in Korean, They engaged in some translanguaging while speaking and writing, although it was much less than the first-graders. Meanwhile, the Korean proficient student in both grades predominantly used Korean when they spoke and wrote and rarely used English or translanguaging. In terms of the English proficient students’ use of translanguaging, different functions were discovered in both the first- and third-graders’ oral and written language use. Their implementation of translanguaging served various functions by demonstrating their sociolinguistic knowledge, metalinguistic awareness, metacognitive insight, and sociocultural understanding. Close analysis of the focal third-graders’ longitudinal language use revealed that they continued to employ their HL and had improved their Korean proficiency and literacy skills between first- and third-grade thanks to their parents’ practices at home. These findings provide directions for future research and implications for educators and parents of emergent bilingual students, which should help them to better support bilingual children’s language and literacy learning. ; U of I Only ; Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system
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Keyword:
bilingual/biliteracy development; discourse analysis; emergent bilinguals; heritage language; heritage language loss/shift; heritage language school; heteroglossia; Korean students; translanguaging
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URL: http://hdl.handle.net/2142/101161
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| 172 |
La enseñanza de español como lengua heredada (ELH) : el caso del español en Estados Unidos
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| 173 |
I the orator: strategies of self-presentation in mid Republican Rome
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| 174 |
Cross-generational linguistic variation in the Canberra Vietnamese heritage language community: A corpus-centred investigation
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Nguyen, Li. - : University of Cambridge, 2020. : Churchill, 2020
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| 175 |
Influence of social factors on the development of L2 and L1 by young migrant Polish children in Scotland
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| 176 |
The proficiency profile of language students: Implications for programs
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Winke, Paula; Zhang, Xiaowan; Rubio, Fernando. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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| 177 |
Are We Meeting the Needs of Our Heritage Language Learners?
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In: Honors Projects Overview (2020)
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| 178 |
Being Portuguese in Spanish: Reimagining Early Modern Iberian Literature, 1580-1640
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In: Purdue University Press Book Previews (2020)
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| 179 |
LANGUAGE PERSONALITY ; МОВНА ОСОБИСТІСТЬ ІВАНА БАБИЧА: АСПЕКТИ ФОРМУВАННЯ
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In: Philological Studies; № 32 (2020); 109-113 ; Філологічні науки; № 32 (2020); 109-113 ; 2524-2504 ; 2524-2490 (2020)
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| 180 |
The Language of a Lost Russian Region in the Historical Context of Russia’s Eastward Expansion
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