刊讯｜SSCI期刊《国际双语教育与双语制》2022年第1期
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
Volume 25, Issue 1, 2022
Int. J. Biling. Educ. Biling.（SSCI一区，2020 IF：4.159）2022年第1期共发文31篇，其中论文24篇，书评7篇。研究论文涉及内容与语言整合教学法、二语习得动机、语言评估、多语制、基于语料库的语言习得等。
目录
ARTICLES
■ Dual language programs: an exploration of bilingual students’ academic achievement, language proficiencies and engagement using a mixed methods approach, by Janina Brutt-Griffler, Eunjee Jang, Pages 1-22.
■ Teaching indigenous languages in Chile: perceptions of Traditional Educators, by Rukmini Becerra-Lubies, Carlos Bolomey Córdova, Daniela Meli Fernández, Pages 23-41.
■ The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children, by May-Britt Monsrud, Veslemøy Rydland, Esther Geva, Anne Cathrine Thurmann-Moe. Solveig-Alma Halaas Lyster, Pages 42-58.
■ Aspects of language choice online among German-Upper Sorbian bilingual adolescents, by Sarah McMonagle, Pages 59-79.
■ Exploring bilingual learners’ desires in English-medium studies: evidence from a Thai private bilingual school, by Yiqi Liu, Pages 80-99.
■ ‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept, by Anssi Roiha, Katja Mäntylä, Pages 100-116.
■ Negotiating language choice in multilingual lab meetings: voices from domestic and international students in Taiwan, by Shumin Lin, Pages 117-130.
■ Exploring child bilingual identity in Turkish context: a single case study, by Ferah Şenaydın, Kenan Dikilitaş, Pages 131-147.
■ Perspective-taking and language competence as predictors of language accommodation by adolescents from monolingual and bilingual households, by Jessica Gasiorek, Marko Dragojevic, Laszlo Vincze, Pages 148–155.
■ Bilingual physical education: the effects of CLIL on physical activity levels, by Celina Salvador-García, Oscar Chiva-Bartoll, Carlos Capella-Peris, Pages 156-165.
■ Learning French as a foreign language in a globalised world: an empirical critique of the L2 Motivational Self System, by Leigh Oakes, Martin Howard, Pages 166-182.
■Exploring the role of self-efficacy beliefs and learner success in English medium instruction, by Gene Thompson, Ikuya Aizawa, Samantha Curle, Heath Rose, Pages 196-209.
■ ESL Written development at home and abroad: taking a closer look at vocabulary, by Victoria Zaytseva, Imma Miralpeix, Carmen Pérez-Vidal, Pages 210-225.
■ Language proficiency, reading comprehension and home literacy in bilingual children: the impact of context, by Kathleen F. Peets, Odilia Yim & Ellen Bialystok, Pages 226-240.
■ Predicting Chinese and English interrogative development in a multilingual context: a corpus-based study of Singapore preschoolers, by Hui Li, Dandan Wu, Luyao Liang, Mengguo Jing, Pages 241-260.
■ Perspectives and attitudes towards Welsh-medium study at post-compulsory level among 15–16-year-old students in the South Wales Valleys, by Siôn Llewelyn Jones, Pages 261-271.
■ It takes two to make a thing go write: self-reported Spanish reading and writing skill and relationships with digit span and stroop task performance among Spanish-English bilinguals, by Sara A. Smith, Jessica Briggs Baffoe-Djan, Pages 272-286.
■ Impact of home language reading skills’ on L2 reading comprehension: a study of newcomer emergent bilinguals, by Leigh Garrison-Fletcher, Gita Martohardjono, Martin Chodorow, Pages 287-300.
■ Code-switching by primary school bilingual EFL learners: a study on the effect of proficiency and modality of interaction, by Núria Caballero & M. Luz Celaya, Pages 301-313.
■ Living in two worlds: exploring US teachers’ perceptions of satellite children’s transnational experiences in China and the United States, by Ming-Hsuan Wu, Sonna Opstad, Pages 314-327.
■ Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (Filière Bilingue) in a highly multicultural context, by Melanie Buser, Giuseppe Melf, Pages 328-341.
■ Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the U.S., by Xinjie Chen, Jinbo He, Xitao Fan, Pages 342-354.
■ Ethnic context, education policy, and language assimilation of indigenous peoples in Taiwan, by Jie-Sheng Jan, Arlett Lomeli, Pages 355-366.
BOOK REVIEWS
■ Current research in bilingualism and bilingual education, by Xinhua Yuan, Pages 367-370.
■ Investigating content and language integrated learning Insights from Swedish High Schools, by Xia Li, Jinfen Xu, Pages 370-373.
■ Teacher leadership for social change in bilingual and bicultural education, by Grace Jue Yeon Kim, Pages 373-376.
■ The Routledge handbook of sociocultural theory and second language development, by Jinfen Xu, Shanshan Zhang, Pages 376-379.
■ The Multilingual Reality: Living with Languages, by Anuja Sarda & Usree Bhattacharya, Pages 379-382.
■Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents, by Wei Tao, Haibo Gu, Pages 382-384.
■ Bilingualism and bilingual education: politics, policies and practices in a globalized society, by Qiaoya Huang, Liping Chen, Pages 385-388.
摘要
Equity in Bilingual Education: Socioeconomic Status and Content and Language Integrated Learning in Monolingual Southern Europe
Jean-Marc Dewaele, Department of Learning and Instruction, The State University of New York at Buffalo, Buffalo, NY, USA
Eunjee Jang, Department of Learning and Instruction, The State University of New York at Buffalo, Buffalo, NY, USA
Abstract Employing a mixed-methods research design, this study examines how a newly designed dual language program in an urban school advances language proficiencies among Spanish-English bilingual 6th graders in relation to content area achievement as measured on NYS standardized tests in English Language Arts and Math. It further investigates how students’ emotional (school identification) and behavioral engagement (language learning commitment) relate to bilingual language proficiencies. The results drawn from both quantitative and qualitative data indicate that bilingual students benefitted from attending a dual language program. It contributes positively to students’ academic achievement, bilingual school identification and commitment to language learning. With respect to language development, the study found that English proficiency in productive skills was positively correlated with standardized test scores. Spanish proficiency was positively correlated with students’ commitment to language learning. Spanish and English languages play different but equally important functions in the dual language program. However, students, face challenges in sustaining learning the two languages in school; we show that students experience a gradual language shift from Spanish to English. The study underscores the potential benefits of a multilingual proficiency perspective theory among the students and in preparing bilingual teachers.
Key words: Dual language programs, English language learners, bilingual teachers, multilingual proficiency perspective theory, student engagement, academic achievement
Teaching indigenous languages in Chile: perceptions of Traditional Educators
Rukmini Becerra-Lubies, Pontificia Universidad Católica de Chile, Villarrica, Chile
Carlos Bolomey Córdova, Pontificia Universidad Católica de Chile, Villarrica, Chile
Daniela Meli Fernández, Pontificia Universidad Católica de Chile, Villarrica, Chile
AbstractIntercultural Bilingual Education has been public policy in Chile for more than 20 years. One of its key components is the emergence of the Traditional Educator, an indigenous person with the linguistic and cultural competencies necessary for teaching an indigenous language in a school context. Hence, this research is directed towards examining the perceptions of Traditional Educators regarding the teaching of indigenous languages. The contents of relevant documents and interviews with Traditional Educators from three groups of indigenous peoples (Mapuche, Aymara and Lican Antay) who participated in the study were analyzed using a qualitative methodology. Using the Critical Language Policies approach, the results were organized into three categories: (a) perceptions of Traditional Educators regarding the Intercultural Bilingual Education Program, (b) the relationship of Traditional Educators with other participants in the school system, and (c) teaching strategies declared by Traditional Educators for teaching in the Indigenous Language Class (Sector Lengua Indígena). We concluded that the work of Traditional Educators within schools is isolated and lacks the support of local communities and the Intercultural Bilingual Education Program.
Key words: Traditional Educator, language policy, intercultural education and teaching of indigenous languages
The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children
May-Britt Monsrud, Statped, Department of Speech and Language Disorders, Oslo, Norway; Department of Special Needs Education,
University of Oslo, Oslo, Norway; Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, Norway
Veslemøy Rydland, Department of Education, University of Oslo, Oslo, Norway
Esther Geva, Ontario Institute for Studies in Education, OISE, Department of Applied Psychology and Human Development, Toronto, Canada
Anne CathrineThurmann-Moe, Statped, Department of Speech and Language Disorders, Oslo, Norway
Solveig-Alma Halaas Lyster, Department of Special Needs Education, University of Oslo, Oslo, Norway
Abstract This cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6–13), coming from six different L1 backgrounds in Norway. Results demonstrated that children’s L1 and L2 vocabulary skills increased with age. From a deficit perspective, the study confirms that in each age group, there is a vocabulary gap between the ranges of Norwegian vocabulary known by Norwegian monolinguals and by Norwegian L2 children. At the same time, when an additive, conceptual scoring approach (taking into account bilingual children’s known L1 and/or L2 vocabulary) was used, the persistent gap in vocabulary knowledge diminished or disappeared altogether. This finding is most evident in older age groups. Conceptual scoring provides a more sensitive and positive picture of bilingual children’s overall range of vocabulary. The findings demonstrate a need for more nuanced assessment procedures of semantic knowledge across children’s’ L1 and L2.
Key words: Conceptual score, assessment; language proficiency, receptive and expressive vocabularies
Aspects of language choice online among German-Upper Sorbian bilingual adolescents
Sarah McMonagle, Faculty of Education, Institute for Intercultural and International Comparative Education, University of Hamburg,
Hamburg, Germany
Abstract
This paper provides insights into online language practices among bilingual teenagers who speak and learn a lesser-used language. Regarding language diversity, the internet is seen to pose both challenges to and opportunities for smaller languages. Focusing on German-Upper Sorbian adolescents, this study enquires to what extent new media and technologies facilitate Sorbian-language maintenance and learning, and what influences language choice (German, Sorbian or other) in online environments. Via questionnaire and group discussion methods, it is revealed that German dominates the online activities of participants (n = 164). However, Sorbian assumes relatively stronger roles in online activities for school/homework, as well as chat, social media and internet telephoning. Although German dominates these users’ online environments, the educational and interactive roles that Sorbian plays are a relatively good indicator of biliteracy activities. Yet these two roles do not seem to converge. Students claim to use technologies for the ‘correct’ use of Sorbian in the formal domain of education, whereas biliteracy in social media can also refer to ways in which German and Sorbian (and increasingly English) are mixed in informal, non-standard and creative ways. Language choice online largely reflects offline behaviours, yet new issues also emerge, such as available software in the minority language.
Key words: Upper Sorbian, German, language minoritisation, internet, new media
Exploring bilingual learners’ desires in English-medium studies: evidence from a Thai private bilingual school
Yiqi Liu, School of Education and Languages, The Open University of Hong Kong, Kowloon, Hong Kong SAR
AbstractThe last two decades have seen huge changes in the focus of English language education in non-Anglophone countries and jurisdictions around the world. English as a medium of instruction (EMI), as opposed to English as the object of instruction has been burgeoning in many Asian societies. While there is fruitful research on English language teaching and learning in Asia, less attention is drawn to the students’ experiences and perceptions about using English to learn academic content. Drawing on data collected in a bilingual secondary school in Bangkok, Thailand, the current study explores EFL learners’ perceptions, desires and discursively constructed identities in the EMI academic program. It is found that while the EFL students actively invest in EMI studies under multiple and sometimes contradictory desires shaped and reshaped by desires of their parents and the State as well as themselves, they seem to embrace the hegemony of white, native English. It is therefore suggested that critical and egalitarian multilingualism should be added as an element in the English-medium academic programs in Asia-pacific secondary education.
Key words: Desires; discourse, identity, English-medium instruction, EFL learners, bilingual secondary school
‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept
Anssi Roiha, Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland
Katja Mäntylä, Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland
AbstractThis article sets out to broaden the understanding of foreign language self-concept in CLIL context. The few existing studies on self-concept in CLIL have been quantitative and provided somewhat discrepant results, highlighting the need for approaching the topic qualitatively. The data of the present study are in-depth interviews with 24 former Finnish CLIL pupils who retrospectively reflected on their CLIL experiences. The participants had received English-medium CLIL for nine years during their comprehensive school in the 1990s. The data were analyzed qualitatively using thematic analysis. The participants generally felt that CLIL had had a significant role in contributing to their very positive English language self-concept. Most reported being highly confident language users who had not experienced any language anxiety in English. However, some participants’ self-concept had oscillated throughout the years. The participants put a lot of emphasis on social comparisons, external feedback and the early start of CLIL in forming their positive English self-concept. The participants’ self-concepts in other foreign languages seemed to be more negative. The results indicate that early and fairly moderate CLIL has potential in creating a positive target language self-concept, which encourages to adopt CLIL methodology also to mainstream language education.
Key words: English-medium CLIL, self-concept, foreign language, language users, interview study, Finland
Negotiating language choice in multilingual lab meetings: voices from domestic and international students in Taiwan
Shumin Lin, Institute of Teaching English to Speakers of Other Languages, National Chiao Tung University, Hsinchu, Taiwan
AbstractThis article examines language practice in international higher education (HE) in non-Anglophone countries, with a focus on language choice and negotiation in engineering and science lab meetings among culturally and linguistically diverse students and professors. Analyses of 53 in-depth interviews with students and professors in a research university in Taiwan show that the professors addressed the linguistic diversity among domestic and international students by imposing an English policy or having an open policy for the lab meetings. Whatever the policy is, the language choice was subject to constant negotiations among all lab members, leading to dynamic flows and configurations of translanguaging. The language choice and negotiation is embedded in the local-global tensions in that local students’ language preference is the local language Chinese, while international students’ language preference is the global lingua franca English. The study suggests that multilingual multimodal academic communication in international HE is natural but not all language choices are equally inclusive and conducive to learning for all members. This study has provided a comprehensive picture and nuanced analyses of language choice in multilingual lab meetings. Future research with discourse data would enrich the present findings to further explicate optimal translanguaging practices in international HE.
Key words: Multilingual meetings, language choice, translanguaging, English as a lingua franca, internationalization of higher education
Exploring child bilingual identity in Turkish context: a single case study
Ferah Şenaydın, Ege University School of Foreign Languages, Bornova, Turkey
Kenan Dikilitaş, Faculty of Arts and Education, University of Stavanger, Stavanger, Norway
AbstractThis case study explores how simultaneous Turkish–English bilingual identity emerges from a child-raising context where English is neither the first nor the primary language of the parents or the community. In the context of Turkey, where a special value is attributed to the English language knowledge, Turkish–English bilingualism is associated with a privileged social position, even for young children. By focusing on the bilingual experiences of an 11-year-old child, this study traces the dynamics shaping bilingual identity development. The research employs data triangulation, consisting of diary notes, a metaphor questionnaire, and semi-structured interviews, each contributing to psychosocial perspectives of bilingual identity development across time and space. The data implies an investment in a young bilingual's identity development, despite the relative scarcity of language learning resources, and affiliation for the imagined community.
Key words: Bilingualism; childhood bilingualism; parents of bilingual children; simultaneous bilingualism
Perspective-taking and language competence as predictors of language accommodation by adolescents from monolingual and bilingual households
Jessica Gasiorek, Department of Communicology, University of Hawaii at Manoa, Honolulu, HI, USA
Marko Dragojevic, Department of Communication, University of Kentucky, Lexington, KY, USA
Laszlo Vincze, Swedish School of Social Science, University of Helsinki, Helsinki, Finland
Abstract In this study, we examined how growing up in a bilingual (Swedish-Finnish) versus monolingual (Swedish only) household in a bilingual region of Finland affected adolescents’ language competence and language-related perspective-taking, and how these factors were related to adolescents’ language choice in interaction. Survey data were collected from 197 secondary school students in Finland, and analyzed via path modeling. Results supported predictions that children from bilingual households are both more aware of other speakers’ linguistic preferences and needs, and more competent in their language skills, and that both these factors contribute to linguistic accommodation (i.e. language choice). Specifically, our findings suggest language competence appears to function as the ‘default’ determinant of language choice and that perspective-taking attenuates this relationship as consideration of others’ wants or needs (that differ from this default) increase. These findings provide new insights into the drivers of language choice in multilingual contexts.
Key words: Perspective-taking, communication accommodation, language competence, language choice, bilingualism
Bilingual physical education: the effects of CLIL on physical activity levels
Celina Salvador-García, Department of Education and Didactics of Specific Subjects, Universitat Jaume I, Castellón, Spain
Oscar Chiva-Bartoll, Department of Education and Didactics of Specific Subjects, Universitat Jaume I, Castellón, Spain
Carlos Capella-Peris, Department of Education and Didactics of Specific Subjects, Universitat Jaume I, Castellón, Spain; Neuromuscular Symptoms Unit, Tissue Injury Branch, National Institute of Nursing Research, National Institutes of Health, Rockville, MD, USA
Abstract Physical education (PE) is often the subject chosen for applying multilingual initiatives based on content and language integrated learning (CLIL). Some research literature (Lynott, F. J. 2008. “Integrating Other Subject Matter without Jeopardizing Physical Education Goals: The Content Linkage Approach.” Strategies 22 (1): 10–17; Merino, J. 2016. “Non-Linguistic Content in CLIL: Is Its Learning Diminished?” In CLIL Experiences in Secondary and Tertiary Education: In Search of Good Practices, edited by D. Lasagabaster, and A. Doiz, 17–43. Bern: Peter Lang) suggests that this subject could lose its essence if too much emphasis is placed on language learning, as it could lead to a reduction in moderate-vigorous physical activity (MVPA), which is directly related to healthy lifestyles. Given that PE needs to increase MVPA, while also allowing students to learn new languages, the purpose of this study is to analyse whether CLIL affects the levels of MVPA and, if so, to understand how and why. Through a mixed methodological approach based on a sequential explanatory design, data were collected and analysed in two consecutive phases: a quantitative one (n = 49) based on a quasi-experimental design in which mixed and factorial ANOVA were applied; and a qualitative one based on a subsequent analysis of interviews with 13 participants. The results show that levels of MVPA are higher in the experimental group (CLIL) due to the greater attention paid and the use of certain communicative teaching strategies.
Key words: Physical education, CLIL, moderate-vigorous physical activity; pedagogical approach, mixed methods
Learning French as a foreign language in a globalised world: an empirical critique of the L2 Motivational Self System
Leigh Oakes, School of Languages, Linguistics and Film, Queen Mary University of London, London, UK
Martin Howard, Department of French, University College Cork, Cork, Ireland
Abstract While the L2 Motivational Self System (L2MSS) has been extensively investigated among learners of English, this study explores through a crosslinguistic lens its applicability to learners of a language other than English (LOTE), in this case French. Quantitative survey analysis among 522 university learners of French and English in two European countries (Sweden and Poland) suggests that while the framework is relevant in the case of learners of French, other motivation constructs are also at play. The L2MSS supposedly subsumes various traditional motivational constructs (e.g. integrative orientation, instrumental orientation), yet there is evidence to suggest that these were perceived as distinct constructs in their own right, especially by the learners of French. Even a strong form of integrative orientation was found to play an active role among the learners of French who had spent time in a francophone country and had learnt the language for longer. As such, the article argues for a more comprehensive approach to second language (L2) motivation theory that is also sensitive to factors at play in the specific case of LOTEs.
Key words: L2 motivation, L2 Motivational Self System, ideal L2 self; integrative orientation, ought-to L2 self, L2 French
The effect of parental education level on perceptions about CLIL: a study in Andalusia
Elvira Barrios, Facultad de Ciencias de la Educación, University of Málaga, Málaga, Spain
Abstract This study aims to begin accounting for variation in parents’ perceptions concerning CLIL at a particular context by focusing on a major component of socioeconomic status: education level. The study is set in Andalusia, a Spanish region with an ongoing bilingual CLIL programme that, according to official estimates, will reach 1,573 schools by 2020. A questionnaire was designed to obtain information on perceptions about the teaching and learning of Natural Science and Social Sciences in English. A total of 200 parents from three primary schools participated in the study. Findings indicate that educational attainment has a differential effect on parents’ perceptions on the bilingual programme, on its impact on student learning, on their own capacity to help their children’s school learning and on children’s need for out-of-school support. The lowest educated parents are the most satisfied with the programme and the least concerned about its potential detrimental effect on content learning even though they find that their children are struggling in English-taught subjects the most. Findings suggest that this group in particular may associate English with upward social mobility more strongly than the others. Implications of findings concerning egalitarianism in CLIL education are also discussed.
Key words: Content and language integrated learning, parental educational level, socioeconomic status, parents’ perceptions, bilingual programme
Exploring the role of self-efficacy beliefs and learner success in English medium instruction
Gene Thompson, Department of Global Business, Rikkyo University, Tokyo, Japan
Ikuya Aizawa, Department of Education, University of Oxford, Oxford, UK
Samantha Curle, Department of Education, University of Bath, Bath, UK
Heath Rose, Department of Education, University of Oxford, Oxford, UK
Abstract English medium instruction (EMI) is a growing phenomenon in higher education contexts across the globe, and EMI programs are expanding rapidly in Japan as part of their internationalization efforts. This paper explores the relationship between student self-beliefs and their success in an EMI course within a bilingual business program. It analyzed direct measures of content course and preparatory course performances, proficiency, and questionnaire data from 139 students completing an English-mediated International Business course at a university in Japan. These data were supplemented by interviews with seven students. Multiple linear regression analysis found L2 proficiency, preparatory course performance, and self-efficacy to predict success in the EMI course. Our qualitative findings support these results, indicating that students with stronger efficacy put forth more effort and see course activities as development opportunities. These findings highlight the need for efficacy development opportunities for students entering EMI study.
Key words: Japan, English medium instruction, self-efficacy, self-concept, proficiency
Language proficiency, reading comprehension and home literacy in bilingual children: the impact of context
Kathleen F. Peets, School of Early Childhood Studies, Ryerson University, Toronto, Canada
Odilia Yim, Department of Psychology, University of Ottawa, Ottawa, Canada
Ellen Bialystok, Department of Psychology, York University, Toronto, Canada
Abstract Numerous studies on reading comprehension with monolingual children have shown that oral language, such as vocabulary, is an important factor in predicting reading comprehension success. However, few studies have looked at the reading comprehension performance of bilinguals, and less is known about the contributors to its success, linguistic or otherwise. Based on previous research showing weaker oral language among bilingual children, the goals of the present study are to examine how bilinguals perform in reading comprehension, along with possible contributors such as oral language and home literacy practices, in comparison with their monolingual peers. Participants were 82 children in the third grade who completed standardized language measures assessing vocabulary, grammar, and reading comprehension and whose parents completed a home literacy questionnaire. Bilingual children’s reading comprehension was comparable to monolinguals despite having lower language, and bilingual parents reported reading rate was higher than that of the monolinguals. Moreover, the contributors to this success in reading comprehension were different for the bilingual group, with oral language and home literacy playing a role. Overall, this suggests bilinguals are unique from monolinguals in the manner in which they make use of the resources available to them, linguistic and otherwise, to achieve reading comprehension success.
Key words: Bilingualism, reading comprehension, literacy, vocabulary, grammar
Predicting Chinese and English interrogative development in a multilingual context: a corpus-based study of Singapore preschoolers
Hui Li, Faculty of Human Sciences, Macquarie University, Australia
Dandan Wu, Faculty of Human Sciences, Macquarie University, Australia
Luyao Liang, Faculty of Human Sciences, Macquarie University, Australia
Mengguo Jing, University of Wisconsin–Madison
Abstract This study elicited and analyzed all the Chinese and English interrogatives from the Singapore Early Child Mandarin Corpus (132 children aged 2;6, 3;6, 4;6, and 5;6) to examine the effects and predictors of early bilingual development in Singapore preschoolers. The results indicated that: (1) there was significant age (but not gender) effect in the production of Chinese and English interrogatives; (2) relatively more types of English interrogatives were produced and more preschoolers produced English interrogatives; (3) Parent Language Input Pattern significantly predicted the increase of Chinese interrogatives, whereas Parent Language Input Pattern and Language Spoken by Child jointly but negatively predicted English interrogatives; (4) the pattern that both parents only speak Chinese was associated with the highest production of Chinese interrogatives and the lowest production of English ones, whereas the pattern that both parents only speak English had the highest production of English interrogatives; and (5) the ‘one-parent-one-language’ pattern was found to have a balanced but reduced production of Chinese and English interrogatives, indicating a subtractive bilingualism in Singapore preschoolers.
Key words: Early bilingual development, Chinese and English interrogatives, subtractive bilingualism, corpus study, Singapore
Perspectives and attitudes towards Welsh-medium study at post-compulsory level among 15–16-year-old students in the South Wales Valleys
Siôn Llewelyn Jones, School of Social Sciences, Cardiff University, Cardiff, UK
Abstract This article offers a new analysis into young people’s perspectives towards Welsh-medium study at post-compulsory level. Drawing on data from semi-structured interviews with twenty-six 15–16-year olds attending a Welsh-medium secondary school in the South Wales Valleys (an area of Wales with a low proportion of Welsh speakers), this article will highlight how the linguistic context of the area affects perspectives towards Welsh-medium study. This paper will also illustrate how perspectives towards language of study is shaped by the types of educational pathways that young people aspire to pursue at post-compulsory level with different factors impacting on the perspectives of academically orientated and vocationally orientated students.
Key words: Welsh, Welsh-medium study, South Wales Valleys, language of study, post-compulsory level
It takes two to make a thing go write: self-reported Spanish reading and writing skill and relationships with digit span and stroop task performance among Spanish-English bilinguals
Sara A. Smith, Department of Teaching and Learning, University of South Florida, Tampa, FL, USA
Jessica Briggs Baffoe-Djan, Department of Education, University of Oxford, Oxford, UK
Abstract The current study examined self-reported first language (Spanish) language reading and writing ability and behavior and relationships with digit span and stroop task performance. A battery of assessments and questionnaires was administered to 81 sequential Spanish-English bilingual university students in the U.S., for whom the sole language of education is English. Hierarchical regression models revealed self-reported amount of Spanish used for academic writing uniquely accounted for 17% of variance in digit span forward scores, controlling for non-verbal IQ. Self-reported Spanish reading and writing ability also significantly predicted higher digit span forward scores and stroop task performance. Findings indicate that vectors of within-population difference related to L1 academic reading and writing are associated with differences in verbal short term memory and inhibition. Findings underscore the importance of considering diversity within bilingual samples and further support theories of a continuum of bilingual experience intensity, which is related to outcomes.
Key words: Advantages of Bilingualism, biliteracy, bilingual students, ethnic minorities
Impact of home language reading skills’ on L2 reading comprehension: a study of newcomer emergent bilinguals
Leigh Garrison-Fletcher, Department of Education and Language Acquisition, LaGuardia Community College of the City University of New York, New York City, USA
Gita Martohardjono, Linguistics Department, The Graduate Center of the City University of New York, New York City, USA
Martin Chodorow, Department of Psychology, Hunter College of the City University of New York, New York City, USA
Abstract Previous research on the development of second language (L2) reading comprehension among adolescents and adults has looked at the relative importance of students’ second language (L2) linguistic skills and home language (L1) reading comprehension skills in the development of L2 reading comprehension, with many studies finding a more important role for L2 language proficiency. However, the previous research has been done largely in foreign language settings with students who have age-appropriate reading skills in the L1. We extend the question of the relative importance of L1 reading skills and L2 language proficiency to L2 reading comprehension to Spanish-speaking adolescent newcomer emergent bilinguals in New York City with low levels of L1 reading, as research on these students is lacking and little is known about their development of L2 academic skills. We find that for this population L1 reading comprehension plays a significant role in L2 reading comprehension equal to, if not greater than, L2 language proficiency. These findings suggest the need to include continued support of L1 reading skills in order for reading in the L2 to develop, at least for newcomer students with low literacy skills.
Key words: Language ability, biliteracy, ELL, language proficiency
Code-switching by primary school bilingual EFL learners: a study on the effect of proficiency and modality of interaction
Núria Caballero, Escola Povill, Olesa, Barcelona, Spain
M. Luz Celaya, University of Barcelona, Barcelona, Spain
Abstract This study sets out to explore the effect of proficiency and modality of interaction on code-switching (CS) amongst two groups of Spanish-Catalan learners acquiring English as a Foreign Language (EFL) in Primary school (grade 3, n = 24 and grade 6, n = 21). Data was retrieved from audio-taped oral activities (peer interaction and learner-teacher interaction) in real class situations and analysed for the number of switches, their types and functions, as well as for the source language of the switch. Results show differences in the total number of instances of CS and their types and functions according to both proficiency and modality of interaction, although with no statistically significant differences between the groups. As to the source language, Spanish was found to be the preferred language for students when working in groups, whereas Catalan was used to interact with the teacher. Results are discussed in the light of the new plurilingual approach recently proposed for the teaching of additional languages in the school curriculum and some pedagogical implications are drawn as to the need to redefine teaching methodologies and adapt them to current trends in education.
Key words: Code-switching, EFL, immersion bilingual education; language proficiency, plurilingualism
Living in two worlds: exploring US teachers’ perceptions of satellite children’s transnational experiences in China and the United States
Ming-Hsuan Wu, TESOL & Bilingual Education, Adelphi University, Garden City, NY, USA
Jessica Briggs Baffoe-Djan, Educational Consultant, New York, NY, USA
Abstract Increasingly, immigrant families in North America are sending their newborns to the parents’ country of origin to be raised by relatives until the children reach school age. Then they are returned to their parents. This practice results from lack of childcare in the host countries, low wages among immigrant parents, and/or intergenerational childcare as a norm back home. Researchers and media have started to delve into the challenges faced by families and teachers in the adjustment process when children return. Informed by funds of knowledge research, this exploratory project begins by examining teachers’ perceptions and understandings of their Chinese ‘satellite children’. Interview data of elementary school teachers at an urban school in the northeastern United States not only reveal the adjustments these students encounter, but also point to the need for teachers to go beyond the superficial notion of culture.
Key words: Funds of knowledge, satellite children, culturally relevant pedagogy, bilingualism
Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (Filière Bilingue) in a highly multicultural context
Melanie Buser, University of Teacher Education BEJUNE, Delémont, Switzerland; Université de Montréal, CRIFPE, Montréal, Canada
Giuseppe Melfi, University of Teacher Education BEJUNE, Biel/Bienne, Switzerland; Université de Neuchâtel, Neuchâtel, Switzerland
Abstract The Filière Bilingue (FiBi) is a Swiss public two-way immersion program integrating French-speaking, German-speaking and allophone learners (having neither French nor German as an L1) in each class. Located in the bilingual city of Biel/ Bienne, the diglossic situation represented by the use of Swiss German and standard German results in francophone students learning both the dialect and the standard language up to a certain degree. In school, standard German is gradually introduced and exclusively used to teaching from Grade 1 on. Our longitudinal study reports findings from statistical analyses of FiBi learners’ oral proficiency development in French and German (n = 138) and their monolingually taught peers (n = 94) by means of 1173 interviews during their first four years (K-4). Findings show that FiBi learners’ performance in their registration language is significantly higher than in control classes during Kindergarten. Allophone learners’ performance of both groups impressively increases but FiBi allophone learners’ performance appears to be significantly higher compared to their monolingually taught peers. Regarding the partner language, performance in French of K-4 German-speaking FiBi learners impressively improves. Probably due to the diglossia, performance in German of French-speaking FiBi learners also significantly increases although less impressively. To conclude specific pedagogical implications are discussed.
Key words: Two-way immersion education, oral proficiency assessment, dynamic interactive processing perspective on language, emergent multilinguals
Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the U.S.
Xinjie Chen, Graduate School of Education, Stanford University, Stanford, CA, USA
Jinbo He, School of Humanities and Social Science, Chinese University of Hong Kong (Shenzhen), Guangdong, People’s Republic of China
Xitao Fan, School of Humanities and Social Science, Chinese University of Hong Kong (Shenzhen), Guangdong, People’s Republic of China
Abstract Currently, the positive role of creativity has received support and research in bilingual literature. However, the positive psychological processes that may contribute to creativity only received little attention, especially in bilingual population. This study focused on exploring the possible psychological processes among several variables: openness to experience, cognitive flexibility, self-esteem, and creativity, in bilingual population, and further tested the mediating roles that cognitive flexibility and self-esteem may play in the relationship between openness to experience and creativity. A sample of 284 bilingual college students in the U.S. participated in this study. Results showed that: (1) openness to experience, cognitive flexibility and self-esteem all had moderate to strong positive correlations with creativity; (2) cognitive flexibility and self-esteem partially mediated the relationship between openness to experience and creativity. The results suggested that openness to experience, self-esteem, and especially cognitive flexibility, potentially play positive roles in promoting creativity of bilingual students. Based on the current findings, some practical implications about enhancing bilingual’s creativity through positive personal factors were discussed.
Key words: Bilingualism, openness to experience, cognitive flexibility, self-esteem, creativity, positive psychology
Ethnic context, education policy, and language assimilation of indigenous peoples in Taiwan
Jie-Sheng Jan, General Education Centre, National Taipei University of Technology, Taipei City, Taiwan
Arlett Lomeli, Department of Sociology and Anthropology, The University of Texas Rio Grande Valley, Edinburg, TX, USA
Abstract Indigenous peoples of Taiwan, the most disadvantaged of the minority groups, account for only about 2.4% of the total population. Within the Minnan dominant society of Taiwan, the Indigenous minority groups are confronted by critical language loss often attributed to cultural and structural assimilation factors. This study aims to investigate factors related with Austronesian language retention for indigenous peoples in Taiwan. Results reveal, Austronesian language fluency is reduced by education, but maintained by age, residing in an ethnic enclave during childhood, and practicing parental endogamy.
Key words: Childhood residence, parental endogamy, education policy, Austronesian language retention
期刊简介
The Journal is multidisciplinary and focuses on all aspects of bilingualism and bilingual education around the world. Theoretical and conceptual analysis, foundational and applied research using qualitative or quantitative approaches, critical essays, and comparative book reviews are all invited. Contributions from varied disciplines are welcome: linguistics, sociology, psychology, education, law, women’s studies, history and economics, informatics included.
《国际双语教育与双语制》是一本跨学科的期刊，专注于世界各地双语和双语教育的各个方面。该期刊欢迎理论和概念分析、使用定性或定量方法的基础和应用研究、批判性论文和比较书评；也欢迎来自不同学科的投稿（包括语言学、社会学、心理学、教育学、法律、妇女研究、历史和经济学、信息学等）。
官网地址：
https://www.tandfonline.com/journals/rbeb20
本文来源：Int. J. Biling. Educ. Biling.官网
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