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The teaching of heritage languages: An introduction for Slavic-teaching professionals
... less commonly taught languages, kraticom LCTLs). Međutim, umjesto bliskoznačnice naziv nasljedni jezik često služi kao krovni naziv za sve jezike koji nisu engleski, a ne uživaju poseban društveni položaj jer je za američko društvo karakteristična dominacija i prestiž engleskoga jezika (opiširnije u Valdes 2000, Van Deusen-Scholl 2003. Fishman (2001) navodi da nasljedni jezik služi kao nadređeni pojam koji obuhvaća useljeničke jezike, useljenika došljaka u SAD nakon što je postala neovisna država, urođeničke jezike izvornih (autohtonih) stanovnika Amerike (eng. ...
... hertitage speakers) smatra "učenike jezika koji su odgojeni u domu u kojem se govorio neki drugi jezik, a ne engleski, koji govore ili samo razumiju nasljedni jezik, koji su do nekoga stupnja dvojezični u engleskome i nasljednome jeziku". 1 Budući da su nasljedni govornici jezikom uglavnom ovladali u obitelji i na njemu se nisu školovali, često na njemu ne znaju čitati ni pisati ili im te vještine nisu razvijene kao u nadmoćnome (dominantnome) jeziku. Zbog (isključive) usmjerenosti na svakodnevni govorni jezik, onakav kakav je u zajednici ili obitelji, nerijetka je pojava da se nasljedni govornici ne mogu služiti različitim funkcionalnim stilovima (Valdes 2000, Polinsky i Kagan 2007 jer nisu ovladali različitim jezičnim idiomima (npr. standardnim jezikom u slučaju hrvatskoga). ...
... Iskustvo je pokazalo da je znanje nasljednih govornika hrvatskoga obilježeno relativno visokim stupnjem tečnosti, relativno širokim rječnikom, visokom komunikativnošću, ali niskim stupnjem gramatičke točnosti, kao i nepoznavanjem pragmatičkih ili sociolingvističkih pravila (Cvikić, Bergovec 2008, Jelaska, Cvikić, Udier 2008. Slična su obilježja zamijećena i kod nasljednih govornika drugih jezika (Polinsky i Kagan 2007, Valdes 2000. Bitno je i poznavanje hrvatske kulture jer je i to jedno od obilježja po kojemu se nasljedni govornici hrvatskoga razlikuju od ostalih učenika hrvatskoga. ...
U području ovladavanja inim jezikom u posljednje se vrijeme nasljedni govornici izdvajaju
u posebnu skupinu jezičnih učenika te se njihovo ovladavanje jezikom posebno istražuje. Ta
su istraživanja pokazala da se ovladavanje nasljednim jezikom prema glavnini svojih obilježja
razlikuje i od ovladavanja drugim i od ovladavanja stranim jezikom. Osim obilježjima međujezika,
ova se skupina učenika razlikuje i prema motivaciji za učenjem jezika jer je nasljedni jezik kojim
ovladavaju važan dio njihova identiteta.
Kako među učenicima i govornicima inojezičnoga hrvatskoga veliku većinu čine upravo
nasljedni govornici, iznimno je važno razumjeti sve posebnosti njihova ovladavanja hrvatskim,
uključujući i motivaciju kao važan čimbenik za ovladavanje jezikom. U ovome će se radu na
temelju građe prikupljene u ispitivanju potreba i stavova o e-tečajevima hrvatskoga pokazati kako
iseljenici i njihovi potomci smatraju vladanje hrvatskim jezikom bitnim dijelom svojega obiteljskoga
identiteta. Posebno su ga spremni učiti kako ga njihovi potomci ne bi posve izgubili.
... Heritage language learners are exposed to the language of the country that their parents or grandparents migrated from Valdés (2000). This language, that they inherit from their family, is "decisively not the language of the greater society" (Cabo, 2012;p. ...
Introduction
To guarantee a reliable diagnosis of Developmental Language Disorder (DLD) in bilingual children, evaluating both languages is recommended. However, little is known about how DLD impacts the heritage language, and it is largely unknown whether bilingual children with DLD develop the heritage language at the same pace as their peers with typical development (TD).
Methods
For this longitudinal study that focused on children's grammatical development, we analyzed semi-spontaneous speech samples of 10 Turkish-Dutch children with DLD (bi-DLD) and 10 Turkish-Dutch children with typical development (bi-TD). Children were 5 or 6 years old at the first wave of data collection, and there were three waves of longitudinal data collection with 1-year intervals. In addition, data from 20 monolingual Dutch controls were analyzed (10 mono-DLD, 10 mono-TD).
Results and discussion
Results indicate that heritage language assessment can inform clinical diagnosis. In the case of Turkish spoken in the Netherlands, short sentences, the absence of the genitive suffix in simple constructions and avoidance of complex constructions that require possessive marking could potentially be clinical markers of DLD. Accusative case errors are also relatively frequent in bilingual Turkish-Dutch children with DLD, but these are less promising as a clinical marker because previous research suggests that omission and substitution of accusative case can be part of the input to Turkish heritage language learners. In Dutch, frequent omission of grammatical morphemes in the verbal domain coupled with a limited amount of overregularization errors could indicate that a child is at risk for DLD, both in bilingual and monolingual contexts. Cross-linguistic comparisons of error types in Turkish and Dutch confirm that, regardless of typological differences, children with DLD use short sentences, avoid complex structures, and omit grammatical morphemes. Longitudinal analyses revealed that children with DLD can develop the heritage language at the same pace as TD children, even if this language is not supported at school. Strong intergenerational transmission and heritage language maintenance among Turkish migrants in the Netherlands may be key.
... Эритажными (херитажными) носителями русского языка называются люди, эмигрировавшие из русскоязычной страны в детском возрасте или родившиеся за пределами русскоязычных стран, усвоившие русский язык естественным образом в домашних условиях, но использующие в качестве доминантного языка другой язык (об эритажных носителях см.Valdés 2000;Polinsky, Kagan 2007; Выренкова и др. 2014). ...
The monograph focuses on a special type of collocations–Support, or Light, Verb Constructions (SVCs). SVCs consist of a semantically reduced verb together with a noun (as the direct object or embedded in a prepositional phrase) that conveys core lexical meaning to the combination. SVCs often vary cross-linguistically, with languages using different strategies to conceptualize the same denotative situations. This study in line with the principles of the Integrated Contrastive Model, aims firstly to offer a corpus-driven contrastive cognitive-semantic description of SVCs in Russian and Italian based on the Construction Grammar model; and secondly to conduct a Contrastive Interlanguage Analysis of the use of Russian SVCs by Italian-speaking students. The findings of this study, in addition to its theoretical significance, may be useful in teaching Russian as a foreign language and could be of interest for lexicography.
... Polinsky and Kagan (2007) propose narrow and broad definitions of heritage language learners. The narrow definition is "individuals raised in homes where a language other than English is spoken and who are to some degree bilingual in English and the heritage language" (Polinsky & Kagan, 2007, p. 369;Valdes, 2000). The broad definition, which is more relevant to the present discussion, recognizes that some heritage language learners do not exhibit communicative competence but do have affective and communal ties to a language, as well as a range of motivations (Dornyei, 2005;Dornyei & Ushioda, 2009) and investments (Peirce, 1995). ...
... Acquisitional settings other than the consecutive learning of several FLs have long been ignored in phonological research: the first empirical studies investigating L3 acquisition in speakers of so-called heritage languages (HLs; see Valdés 2000;Montrul 2016Montrul , 2018Polinsky 2018) have been published only from the mid-2010s on. This is all the more astonishing as FL learning against the backdrop of migration-induced multilingualism is rather the norm than the exception in today's FL classrooms. ...
We address the question of whether German-Turkish learners of French are advantaged over same-aged German monolinguals due to prosodic similarities between Turkish and French. While no difference was found between groups concerning speech rate, F0 range and F0 variability, the bilinguals performed slightly (but non-significantly) more target-like regarding speech rhythm and intonation. However, individual target-like productions of French intonation were recognized as such by teachers of French in a rating task, which underpins the relevance of prosodic training in foreign language classrooms.
... The question of proficiency was discussed by Polinsky and Scontras (2020), who called HL speakers "a subset of bilinguals", or "unbalanced bilinguals", whose stronger language is the dominant, societal language and whose HL is the minority language of the society. Valdés (2000;2017) listed three main criteria for HL speakers: (1) growing up in homes where a non-dominant language is spoken; (2) speaking or understanding the HL; and (3) bilingual in the HL and the dominant language. ...
Mountain Jewish immigrants to Israel from the Eastern Caucasus used two
heritage languages, Juhuri (Judeo-Tat) and Russian. Juhuri was their home
and Russian the societal languages prior to migration. In Israel, Juhuri and
Russian are Heritage Languages and Hebrew is the societal language. The
present study reports on frequency of use and codeswitching behaviour
across three generations of Mountain Jewish speakers in order to
account for patterns of language maintenance and language shift
(LMLS). Audio-recorded conversations were collected from six female
middle-generation speakers (G1.5: ages 33–50) with their mothers (G1:
ages 60–75) and children (G2: ages 9–21). Findings for language use
showed significant cross-generational differences, where use of both
Russian and Juhuri declined and use of Hebrew increased across
generations. Juhuri was maintained only among G1 participants, G1.5
speakers using it mainly for comprehension and G2 speakers
abandoning it entirely. G1.5 participants maintained Russian for
interaction with parents but did not use it with their children, for whom
Hebrew was the dominant means of communication. Code-switching
data showed the same overall shift to Hebrew with some maintenance
of Russian among G1.5 speakers. Results are discussed in terms of LMLS
and motivations for code-switching.
... Heritage bilinguals tend to feel strong personal connections to their heritage culture. However, as a result of acquiring the majority language at an early age and being formally educated in the majority language, heritage bilinguals generally prefer using the language of the community as opposed to their home language(s) (Valdés, 2000;Scontras et al., 2015). ...
According to the 2020 U.S. Census Bureau, more than 66 million residents over the age of 5 in the United States speak a language other than English at home. Some bilinguals become dominant in the majority language that is spoken in the community as opposed to their native “heritage” language acquired at home. The objective of the current study was to uncover the predictors of language proficiency and cultural identification in different groups of heritage speakers. In our sample, heritage speakers acquired their heritage language first and English second and rated their proficiency in their heritage language lower than in English. We found that English proficiency was most reliably predicted by the duration of heritage language immersion, while heritage language proficiency was most reliably predicted by contexts of acquisition and exposure to both languages. Higher heritage language proficiency was associated with greater heritage language experience through friends and reading, less English experience through family, and later age of English acquisition. The trade-off between heritage language and English language experience was more pronounced for non-Spanish than Spanish heritage speakers. Finally, despite higher proficiency in English, cultural identification was higher with the heritage language, and was predicted by heritage language receptive proficiency and heritage language experience through family and reading. We conclude that self-reported proficiency and cultural identification differ depending on heritage speakers' native languages, as well as how the heritage language and majority language are acquired and used. Our findings highlight the importance of taking individual language history into consideration when combining different groups of heritage speakers.
... heritage language, vgl. Valdés, 2000;Montrul, 2016;Kupisch, 2019), die im natürlichen Umfeld erworben wurde, im familiären Umfeld verwendet wird und gegebenenfalls Förderung durch herkunftssprachlichen Unterricht erfährt. Zweitens verwenden sie als Umgebungsund schulische Bildungssprache das Deutsche, das sie entweder simultan mit der HS (doppelter L1-Erwerb) oder spätestens bei Eintritt in den Kindergarten bzw. ...
Die sprachlichen Ressourcen herkunftsbedingt mehrsprachiger Fremdsprachenlerner in Deutschland speisen sich grundsätzlich aus drei Quellen: Erstens sind sie Sprecher mindestens einer Herkunftssprache, die im natürlichen Umfeld erworben wurde, im familiären Umfeld verwendet wird und gegebenenfalls Förderung durch herkunftssprachlichen Unterricht erfährt. Zweitens verwenden sie als Umgebungs- und schulische Bildungssprache das Deutsche, das sie entweder simultan mit der HS (doppelter L1-Erwerb) oder spätestens bei Eintritt in den Kindergarten bzw. bei der Übersiedelung nach Deutschland als frühe L2 erworben haben. Drittens verfügen sie je nach Schulform über Kenntnisse in einer oder mehreren Fremdsprache(n), die sie wegen ihres mehrsprachigen Hintergrunds unter anderen Bedingungen erlernen als ihre lebensweltlich monolingualen Mitschüler(innen). Trotz verstärkter Forschungsaktivitäten auf dem Gebiet des Drittsprachen-/L3-Erwerbs während der vergangenen Dekaden kann das Lernen von Fremdsprachen im mehrsprachigen Klassenzimmer jedoch noch als ein von der Forschung unzureichend bearbeitetes Feld gelten. Dieses Kapitel berichtet über die Ergebnisse der Studien, die im Rahmen des Landesexzellenzclusters "Linguistic Diversity Management in Urban Areas" (LiMA) in Form einer auf die Fremdsprache Französisch fokussierten Ergänzungsstudie (F-LiPS) durchgeführt wurden und die den Französischerwerb vor dem Hintergrund typologisch so unterschiedlicher HS wie Russisch, Türkisch und Vietnamesisch (bzw. Mandarin-Chinesisch) in den Blick nehmen.
... Heritage language (HL) is an immigrant language that a speaker has personal relevance and the desire to (re)connect with Wiley (2005). In the U.S context, Valdés (2000) refers to HL speakers as individuals raised in homes where a language other than English (dominant language) is spoken and who are to some degree bilingual in English and the heritage language. They develop HL literacy mainly in the home environment, and receive English literacy instruction when entering school. ...
This study explored the effect of word knowledge facets (word-general and word-specific knowledge) on second language (L2) Chinese lexical inference by highlighting the moderating effect of language proficiency level and learners’ heritage status. L2 Chinese learners with a mixture of linguistic (low-intermediate and high-intermediate) and cultural (heritage and non-heritage) backgrounds completed a series of word-knowledge measurements as well as a lexical inferencing task. Through a moderated path model, the study demonstrated that word-general knowledge (morphological awareness) and word-specific knowledge (vocabulary knowledge) contributed to L2 Chinese lexical inference. In addition, the study underlined the moderating effect of heritage status on the correlation between word knowledge and lexical inference. Given the distinct patterns between heritage and non-heritage learners, morphological awareness may define the characteristics of reading profiles in the Chinese heritage learner population.
... However, since the turn of the millennium there has been a growing interest in both linguistics and language pedagogy to disentangle the multiple instances of cross-linguistic influence (CLI) that can be observed when a FL is learned against the background of more than one previously acquired language. This also holds true for the investigation of phonological learning: The "newly emerging dynamic area" (Cabrelli Amaro and Wrembel 2016, p. 395) of research into bilingualism is commonly subsumed under the umbrella term of third-language (L3) phonology, which addresses, first, "traditional" FL learning, i.e., the consecutive learning of several FLs by monolingually raised students (e.g., French as a second FL after Spanish as a first FL in an Englishspeaking educational context), and, second, the learning of a FL by pupils who speak a so-called heritage language (HL) (Valdés 2000;Montrul 2016;Polinsky 2018) along with the surrounding language. To date, the first line of investigation is clearly the dominating one, whereas the second one was pursued in only a minority of the studies available (for an overview see Cabrelli Amaro et al. 2015;Cabrelli Amaro and Wrembel 2016;Domene Moreno 2021, pp. ...
This paper investigates the intonation of L3 French, produced by six bilingual learners (ages: 15–17) who speak Turkish as a heritage language (HL) along with German and six same-aged monolingual German learners. We examined of a corpus of read speech in two respects: first, we determined the number of accentual phrases (APs) and, second, we extracted F0 values for each segment, normalized them, and calculated the deviations from the average values produced by three native controls (age: 21–23). Although the bilinguals were expected to outperform the monolinguals due to certain similarities between the intonational systems of French and Turkish, their mean deviation from the native contours was only slightly smaller than that of the monolinguals (difference not significant). To determine how strongly the bilinguals’ Turkish intonation was influenced by German and whether it could serve as a basis for positive transfer whatsoever, we compared their production in Turkish with data recorded from three monolingual Turkish L1 speakers (ages: 21–32) and five German learners of L2 Turkish (ages: 22–43). Results show that the bilinguals’ Turkish intonation does not deviate substantially from the monolinguals’ one, in contrast to the contours produced by the L2 learners. This suggests that metalinguistic and prosodic awareness should be fostered in heritage bilinguals to make them benefit from their full linguistic repertoire.
... Heritage language, also known as home language and community language, commonly refers to the minority language in the society that are endangered, or the language learned at home in childhood [1,2,3,4]. The HL learners tend to be more competent in using the dominant language and more likely to speak that language in daily life compared to the HL, if the learners are exposed to an environment with the dominant language that is not the HL for a long time. ...
... Esta definición hace referencia a individuos que, más que hablantes de una lengua de herencia, son aprendientes culturalmente motivados que, por lo tanto, tienen la lengua familiar como una segunda lengua (L2) (Polinsky y Kagan, 2007). La segunda definición del concepto de lengua de herencia, que es la que cuenta con más aceptación, la propone Valdés (2000): según esta autora, los hablantes de lenguas de herencia son individuos que han crecido en hogares donde se habla otra lengua que no es la del territorio de acogida. La lengua de herencia es la primera que aprenden, pero no es necesariamente del todo adquirida. ...
... In a migration context, the development of literacy skills may take place in more than one language (e.g., the majority language, foreign language/s learned at school, heritage language/s). Being a part of such complex multilingual repertoires, heritage language (HL) is defined as a language other than the majority language spoken by immigrants and their children (see Montrul, 2012, p. 170;Valdés, 2000). Literacy skills in an HL do not hamper the development of literacy skills in the majority language, according to Usanova and Schnoor (2021). ...
Due to the specific context of language acquisition and language learning within a
migration situation, students may have only restricted opportunities to acquire literacy
(reading and writing) in their heritage language in institutional settings. Therefore, in
migration contexts, students’ literacy skills in different languages may follow different
developmental paths resulting in various levels of reading and writing skills. While
previous research has shown that the exposure to different scripts in biscriptual
bilinguals may contribute to the heterogeneity of writing skills in a heritage language,
the role of scriptual skills in constituting complex literacy profiles of both reading and
writing remains to be clarified. Utilising Latent Transition Analysis, the present study
investigates students’ profiles of scriptual skills in reading and writing and the patterns
of change within the profiles occurring over time. This study draws on the data of the
German panel study “Multilingual Development: A Longitudinal Perspective” (MEZ).
Overall, it analyzes the development of scriptual skills in Russian as a heritage language
of 131 German-Russian bilinguals from the two cohorts (grade 7 and grade 9) over
three waves. The results reveal different developmental patterns for scriptual skills in
reading and writing of biscriptual bilinguals and suggest that the use of the Latin script
may serve as the bridge to biscriptuality. Furthermore, the findings highlight the role of
heritage language classes in the development of scriptual skills.
... While both Norton and Menard-Warwick focus on L2 acquisition in immigrant contexts, the notion of investment and its connection to identity is also relevant to HLA research and HL learners; regardless of HL proficiency, a degree of investment in the heritage identity is often involved, and is often a central theme in many HL classrooms. Here, the present study employs Valdés' (2000) criteria for defining heritage learners or speakers, or individuals who: 1) are raised in homes where a language other than the socially dominant language (English in the U.S.) is spoken; 2) are to some degree bilingual in the dominant language and the HL; 3) have acquired the HL before or along with the dominant language, but did not necessarily acquire it to the same extent as the socially dominant language because of the individual's increased exposure to the socially dominant language; 4) demonstrate any degree of proficiency in the HL; significant variation of skill level among heritage speakers. Considering the above criteria, HL learners enter the language classroom with a different background and skill set from L2 learners, and therefore exhibit different linguistic behavior than L2 learners, as evidenced by scholarship in heritage language acquisition (Brinton, et. ...
Norton (2000) argues that investment in L2 acquisition is also an investment in learner identity, which changes in the context of time and space-a notion that also has relevance for heritage learners. As such, the purpose of this study is to examine investment in language learning among HL Spanish speakers and the role of identity in their learning experiences. This study comprises of ten participants enrolled in an HL Spanish course who completed a background questionnaire, interviews, and writing prompts. Using narrative analysis, this study examines participants' reflections on their heritage identity, HL exposure, and their investment, experiences and progress in their HL course. Results show that participants demonstrate varying degrees of investment in the HL, and heritage identity plays a role in this variance.
... Heritage speakers represent a unique language population that, to the best of our knowledge, has not been tested in the studies investigating FLe on judgment and decisionmaking. For the purposes of this article, we adopt the definition of heritage speakers as "individuals raised in homes where a language other than English is spoken and who are to some degree bilingual in English and the heritage language" (Valdés 2000). While heritage speakers may come from different countries, we only recruited heritage speakers of Spanish (HS speakers) in our study, because we did not want to introduce additional variables (e.g., Spanish-speaking country of origin vs. Russian-speaking country of origin, etc.) in the design. ...
Studies have shown that “framing bias,” a phenomenon in which two different presentations of the same decision-making problem provoke different answers, is reduced in a foreign language (the Foreign Language effect, FLe). Three explanations have emerged to account for the difference. First, the cognitive enhancement hypothesis states that lower proficiency in the FL leads to slower, more deliberate processing, reducing the framing bias. Second, contradicting the previous, the cognitive overload hypothesis, states that the cognitive load actually induces speakers to make less rational decisions in the FL. Finally, the reduced emotionality hypothesis suggests that speakers have less of an emotional connection to a foreign language (FL), causing an increase in rational language processing. Previous FLe research has involved both FL and non-FL speakers such as highly proficient acculturated bilinguals. Our study extends this research program to a population of heritage speakers of Spanish (HS speakers), whose second language (English) is dominant and who have comparable emotional resonances in both of their languages. We compare emotion-neutral and emotion-laden tasks: if reduced emotionality causes the FLe, it should only be present in emotion-laden tasks, but if it is caused by cognitive load, it should be present across tasks. Ninety-eight HS speakers, with varying degrees of proficiency in Spanish, exhibited cognitive biases across a battery of tasks: framing bias appeared in both cognitive-emotional and purely cognitive tasks, consistent with previous studies. Language of presentation (and proficiency) did not have a significant effect on responses in cognitive-emotional tasks, but did have an effect on the purely-cognitive Disjunction fallacy task: HS speakers did better in their second, more proficient language, a result inconsistent with the reduced emotionality hypothesis. Moreover, higher proficiency in Spanish significantly improved the rate of correct responses, indicating that our results are consistent with the cognitive overload hypothesis.
... Given the current interest in heritage speakers and the fact that the acquisition of heritage languages has moved from the margins to become a central focus of study within linguistics and applied linguistics, heritage language studies, which appear crucial in the context of immigrant families and their language policy, also remain within the scope of the chapter. Despite having originated in Canada and the US, this rapidly growing area of interest for linguists, educators and policy makers, has become popular in many countries around the world leading to numerous studies in heritage language acquisition (Montrul 2012, Potowski 2004 or development (Kondo-Brown 2006, Polinsky 2018, heritage language education (Valdes 2000, Hornberger 2005, Leeman 2015, Guardado 2018. A presentation of heritage language studies, their origins as a feld of scholarly inquiry have been provided. ...
... Heritage language refers to any "language other than English and French," and intended to refer to the languages spoken by indigenous (first nation) people or by immigrants (Cummins, 1991). Further, heritage language is a minority language learnt by its speakers at home as children, but it is never fully developed because its speakers grow up with a dominant language in which they become more competent (Valdés, 2000). In addition, heritage language is often defined as a language used in home or familial contexts (Campbell & Peyton, 1998). ...
This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.
... Trudno 9 Terminu heritage language zaczęto używać w latach 90. XX w. (Valdés 1995(Valdés , 2000Polinsky i Kagan 2007;za Libura 2014, 303). Wstępnie termin tłumaczono na język polski jako język odziedziczony (Lipińska i Seretny 2012, 21), a rozumiany był jako "pierwszy język przyswajany w środowisku domowym imigrantów, który z czasem staje się funkcjonalnie drugi, ponieważ edukacja i praca wymuszają naukę i codzienne posługiwanie się językiem kraju osiedlenia" (Libura 2014, 303-304). ...
The article concerns the issue of code switching, which I noted in two idiolects of persons resettled from the former eastern provinces of the Second Polish Republic to the Lubusz region. In obtaining and developing the material, I used the methods: snowball sampling, biographical interview, language biography and grounded theory. I presented the explanation of the term for code switching, taking into account Polish and world literature. I presented some examples of code switching and I made their sociolinguistic analysis.
Code-switching is perhaps one of the most salient linguistic practices among Spanish-English bilinguals in the U.S.
Prior language and literacy support from home, community and heritage language (HL) schools provides young HL learners with linguistic and metalinguistic foundations for language and literacy development (Chinen & Tucker Heritage Language Journal 3:27-59, 2005; Koda et al. Chinese as a heritage language: Fostering rooted world citizenry (pp. 125–135). University of Hawai’i, National Foreign Language Resource Center. 2008; Mori & Calder Foreign Language Annals 46:290-310, 2013). To date, few studies have explored the contribution of early language experiences to later HL literacy development. The current study aimed to investigate the role of learner-external and input-based language and literacy support in adult HL literacy development. Two hundred and nine Chinese as a heritage language (CHL) learners participated in the study. They completed a language and literacy background survey as well as a series of Chinese reading measurements. Drawing upon multivariate analyses, the results demonstrated that early language and literacy experiences as a whole contributed to later HL reading development. More specifically, language and literacy experiences in the community had a more salient effect on CHL literacy development than did home-based experiences. The study underscored the importance of crossing boundaries between learner-internal linguistic capacities and learner-external sociocultural contexts in HL literacy maintenance.
Introduction. The article analyzes problem-solving mechanisms occurring in Buryat-Russian bilingual oral speech, the former being universal communicative strategies that enable bilinguals to construct and maintain Buryat language communication in the absence of some language resources and skills. Goals. The study attempts an analysis of extensive speech materials that include certain problem-solving mechanisms and aims at describing features of bilingual speech and essentials of social bilingualism from across the territories of ethnic Buryatia, as well as at showing analyses of such mechanisms be rewarding for explorations of Buryat-Russian bilingualism. Material and methods. The work examines recordings (speech narratives) of Tükherig TV Quiz Show (2019–2020) to have been attended by 285 bilinguals from different areas of ethnic Buryatia and with differing Buryat language proficiency levels. Speech portraits of the bilinguals contain details of their speech behavior individually indicating a certain problem faced and a mechanism employed to solve the latter. Reference editions prove instrumental in assessing efficiency of each specific mechanism activated and calculating correlations between age characteristics of the informants and task fulfillment rates, including actual communication language choices. Results. The paper reveals quite a number of various problem-solving mechanisms, identifies their activation reasons and logic. The narratives — though specific enough — make it possible to delineate features of social bilingualism in the region. Conclusions. The observations vividly confirm and illustrate findings of other researchers as to that the region’s communication paradigm is distinctly two-coded, with large layers of Buryat vocabulary remaining passive for Buryat-Russian bilinguals. This results in that though actively used basic words enable bilinguals to generate utterances in Buryat, the latter largely prove inaccurate and demonstrate no semantic diversity.
In der gegenwärtigen fremdsprachendidaktischen Diskussion nimmt die Frage nach Chancen und Herausforderungen, die mit der Nutzung digitaler Tools verbunden sind, großen Raum ein. Verstärkt wird dies nicht zuletzt dadurch, dass Lehrkräfte spätestens seit den durch die Corona-Pandemie bedingten Schulschließungen im März 2020 schlicht und einfach gezwungen waren, sich mit dieser Thematik auseinanderzusetzen. Der Beitrag fokussiert die Schulfremdsprache Französisch und nimmt dabei insbesondere den Erwerb der Prosodie in den Blick. Ziel ist es, exemplarisch aufzuzeigen, wie deutsch-türkische Französischlernende durch die Verwendung digitaler Tools und im Rahmen eines autonomen Lernprozesses hinsichtlich der Produktion von Intonationskonturen im Französischen als Fremdsprache unterstützt werden können. Ausgangspunkt hierfür ist der Befund, dass die Herkunftssprache Türkisch (im Gegensatz zum Deutschen) mit dem Französischen gewisse segmentale und prosodische Merkmale teilt, die für den Erwerb der zielsprachlichen Lautung jedoch kaum nutzbar gemacht werden. Um bei bilingualen
Französischlernenden vermehrt positiven Transfer aus der Herkunftssprache Türkisch
in die Fremdsprache zu fördern, wurde ein Modul mit sieben Lerneinheiten zum Prosodie-Erwerb entwickelt und mit sieben deutsch-türkischen Französischlernenden
im Alter von 15-17 Jahren erprobt. Mit dem Ziel, eventuelle Auswirkungen des Lernmoduls auf die Sprachproduktion der Lernenden in der Fremdsprache sowie auf deren Motivation, Französisch zu lernen, zu erfassen, wurden mit allen Versuchspersonen vor und nach der Durchführung Sprachaufnahmen gemacht und ein semi-fokussiertes Interview geführt.
This volume presents interdisciplinary findings on the relevance of multilingualism for the educational biographies of students in Germany. The focus is on linguistic, personal, and contextual factors that can influence learners' language development. Both quantitative and qualitative methods are used.
Introduction. The article analyzes problem-solving mechanisms occurring in Buryat-Russian bilingual oral speech, the former being universal communicative strategies that enable bilinguals to construct and maintain Buryat language communication in the absence of some language resources and skills. Goals. The study attempts an analysis of extensive speech materials that include certain problem-solving mechanisms and aims at describing features of bilingual speech and essentials of social bilingualism from across the territories of ethnic Buryatia, as well as at showing analyses of such mechanisms be rewarding for explorations of Buryat-Russian bilingualism. Material and methods. The work examines recordings (speech narratives) of Tükherig TV Quiz Show (2019–2020) to have been attended by 285 bilinguals from different areas of ethnic Buryatia and with differing Buryat language proficiency levels. Speech portraits of the bilinguals contain details of their speech behavior individually indicating a certain problem faced and a mechanism employed to solve the latter. Reference editions prove instrumental in assessing efficiency of each specific mechanism activated and calculating correlations between age characteristics of the informants and task fulfillment rates, including actual communication language choices. Results. The paper reveals quite a number of various problem-solving mechanisms, identifies their activation reasons and logic. The narratives — though specific enough — make it possible to delineate features of social bilingualism in the region. Conclusions. The observations vividly confirm and illustrate findings of other researchers as to that the region’s communication paradigm is distinctly two-coded, with large layers of Buryat vocabulary remaining passive for Buryat-Russian bilinguals. This results in that though actively used basic words enable bilinguals to generate utterances in Buryat, the latter largely prove inaccurate and demonstrate no semantic diversity.
European companies are losing significant amounts of business due to a lack of foreign language skills (CILT 2006). The command of languages other than German is nowadays required of almost 70 percent of all employees in Germany (Hall 2020). Although especially the use of the lingua franca English is widespread, Russian and Turkish are among the most useful languages in German foreign trade. In order to meet the labour market demand for multilingual skills on the one hand, and to improve personal career opportunities on the other hand, it appears important to motivate students to invest in their multilingual skills. According to rational choice theoretical approaches (e.g. Becker 1964; Boudon 1974), the perceived labour market value of multilingual skills can be assumed to be a potential determinant of students’ investments in their language skills and, as such, of their actual language skills. Using questionnaire data and language test results from the third wave of the study “Multilingual development: A longitudinal perspective” (MEZ), we investigate (1) how mono- and multilingual secondary school students perceive the labour market value of multilingual skills with respect to the realization of their individual occupational aspirations and (2) how the anticipated labour market benefits of multilingual skills are related to the students’ actual language skills. We focus on the school-taught foreign language English and the participants’ heritage languages Russian and Turkish. We estimate ordered logistics regression models to identify background-adjusted differences in the importance multilingual and monolingual students attribute to multilingual skills. Further, we estimate linear regression models in which students’ language skills are modelled as a function of the importance they attribute to the respective language skills. We find that both mono- and multilingual students are aware of the importance of multilingual skills in realizing their personal occupational aspirations. The analyses further reveal that multilingual students’ perceptions about the value of their multilingual skills are a significant predictor for their actual language skills as measured by our test instruments, whereas no systematic association was detected in the group of monolinguals.
Currently, questions of identity are very present, if not of growing importance. The concept of “linguistic identity” is dealt with in this monograph in a very fundamental way, taking into account the state of knowledge and research in other basic disciplines such as sociology, psychology, and philosophy, not least because the majority of the literature originates from these disciplines. In linguistic studies, the terminologies of these disciplines are usually simply adopted without reflecting on their actual fit.
The author approaches the identity development of multilingual Kui from a socio-psychological perspective. In particular, the role of language in the process of identity construction is discussed. The study sheds light on the so-called linguistic identity of multilingual speakers to deduce the resulting developments in multilingual societies. Starting from the subjective perception of the individual (micro-level), possible effects on the societal macro-level are considered.Usually referred to as “linguistic identity(ies)” in linguistic works, the term “identity” is generally used without examining its usefulness for the linguistic context. It is true that the terms “identity” and “linguistic identity” are increasingly used in publications of recent years; however, a closer examination of the underlying definitions and a review of the fundamental fit of the combination “identity” and “language” is only found in rudimentary form. This book seeks to fill this gap using the example of the Kui minority, who live in the border region of Thailand, Laos, and Cambodia.With a comprehensive examination of the concept of a “linguistic identity”, the volume makes a contribution to the further development of typological linguistics that goes beyond a mere adoption of terminologies from other disciplines. This book thus contributes not only to research on multilingualism and minority languages but also to research on multilingual contact phenomena and questions of identity in typological linguistics.
As critical language pedagogies are being implemented in heritage language (HL) settings, there is an increasing need to examine the impact of critical approaches in Spanish HL speakers. The present study examines how the development of HL learners’ critical language awareness (CLA) influences ethnic identity formation in a university-level course that adopts a critical approach to HL instruction. As part of the curricular content, a CLA instructional intervention, consisting of a 4-week unit (10 h), was implemented. First, to measure ethnic identity, at the beginning (pre) and at the end of the semester (post), students completed the Ethnic Identity Scale (EIS) and provided comments with their answers. Additionally, in order to examine CLA development before and after the intervention, participants completed an existing questionnaire, which addresses topics such as language variation, language ideologies, and bilingualism. Overall, the results show that students’ CLA levels increased from “somewhat high” to “high”. Furthermore, participants reported different ethnic–racial identity statuses, which moved toward ethnic identity achievement. Higher CLA levels were associated with an achieved positive status. These findings can contribute to a better understanding of the link between students’ CLA and ethnic identity in HL educational settings, where a critical language pedagogy is applied.
This study sought to evaluate the potential of a customized, video-based language learning instrument, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean in a mixed university classroom setting. The CVP was a series of short authentic Korean video clips and matching assignments that the researcher created. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effect the CVP had on students' language and culture acquisition. The selected videos were adapted from contemporary Korean broadcasting programs and Korean films. Each video segment displayed linguistic structures, vocabulary, idiomatic expressions, and cultural conventions that were partly addressed in the course's elementary Korean curriculum. The CVP videos were available on the school's Blackboard for students to use for practice and review, and were presented during the classroom lessons. The findings reveal that through the CVP practice, students increased their cultural understanding, improved their listening skills, but there was no test score difference between heritage and non-heritage students. Students reported that authentic video instruction improved their understanding of language use in a variety of culturally specific social situations.
This study sought to evaluate the potential of a customized, video-based language learning instrument, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean in a mixed university classroom setting. The CVP was a series of short authentic Korean video clips and matching assignments that the researcher created. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effect the CVP had on students' language and culture acquisition. The selected videos were adapted from contemporary Korean broadcasting programs and Korean films. Each video segment displayed linguistic structures, vocabulary, idiomatic expressions, and cultural conventions that were partly addressed in the course's elementary Korean curriculum. The CVP videos were available on the school's Blackboard for students to use for practice and review, and were presented during the classroom lessons. The findings reveal that through the CVP practice, students increased their cultural understanding, improved their listening skills, but there was no test score difference between heritage and non-heritage students. Students reported that authentic video instruction improved their understanding of language use in a variety of culturally specific social situations.
Language is a product of its society. It is unique in nature but shared in application. It is unique in the sense that it gets born in the society with a given speech community as its product, where a child in that speech community has the ability to learn it by birth. It is also shared in application because other people who are non-native to such a given speech community aspire to learn it, and they do so with a certain level of competence, or as argued by linguists, performance. It is the uniqueness and diverse applications of language that the linguistic sub-fields such as sociolinguistics set out to investigate. This paper thereby attempts a conceptual exploration of the given terms in the title. 2
Language is a product of its society. It is unique in nature but shared in application. It is unique in the sense that it gets born in the society with a given speech community as its product, where a child in that speech community has the ability to learn it by birth. It is also shared in application because other people who are non-native to such a given speech community aspire to learn it, and they do so with a certain level of competence, or as argued by linguists, performance. It is the uniqueness and diverse applications of language that the linguistic sub-fields such as sociolinguistics set out to investigate. This paper thereby attempts a conceptual exploration of the given terms in the title. 2
The present chapter provides an overview of segmental and prosodic properties of Romance contact varieties. By using this term, we refer to linguistic systems that are acquired as either a first or an early second language and used by their speakers on a regular basis in their social environment and whose phonological systems are crucially influenced by the phonology of another language. After briefly reviewing selected theoretical approaches to language contact, we select examples to discuss mechanisms and effects of linguistic contact at different phonological levels: starting with segments, we progress to the higher levels of word prosody, stress patterns, and durational cues and end with a discussion of cross-linguistic influence at the intonational level.
The investigations of heritage speakers’ pragmatic competence offer a more nuanced understanding of their language abilities because the focus of pragmatics is on language use in social situations. Research on heritage language pragmatics is developing largely along two directions: the investigation of specific speech act realizations in heritage languages and studies of the expression of politeness, including forms of address and systems of honorifics. Speech act studies indicate that heritage speakers have at least some knowledge of conventionalized forms for expressing communicative intent and required politeness, but exhibit a unique interactional style. Their pragmatic knowledge emerges as a hybrid system that shares some characteristics with the monolingual norm but is also influenced by the dominant language and by these speakers’ unequal experiences in two different speech communities – home language for mostly informal communication and the majority (societal) language for all social contexts. Due to the reduced amount of input and a lack of opportunities to employ the full repertoire of pragmatic forms, heritage speakers perform with greater ease in informal contexts. At the same time, they tend to use informal forms of address even in formal social contexts and struggle to follow complex linguistic rules for expressing obligatory normative politeness.
Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.
En este capíulo se ofrece un resumen de la prosodia de las variedades del español habladas en el continente americano. En la primera parte, se presentan los marcos te ricos, en los que se describen los patrones suprasegmentales, entre ellos, las métricas rítmicas, que se basan en la idea de que el ritmo del habla se manifiesta en la variabilidad durativa de intervalos voc licos/conson nticos, y el modelo m trico y autosegmental de la fonolog a entonacional. La segunda parte del capítulo se centra en la descripción de las características rítmicas y tonales de diferentes variedades americanas del castellano. Se presta especial atención al español hablado en el Cono Sur en las regiones andinas, en M xico y en el Caribe. Además, se tiene en cuenta el
español como lengua de herencia hablada en los Estados Unidos. Se demuestra que los rasgos prosódicos propios del español americano se remontan, en gran parte, al contacto con otros idiomas.
Learner corpora serve as one of the most valuable sources of statistical data on learners' errors. For instance, data from foreign-language learners’ corpora can be used for the Second Language Acquisition research. However, corpora representativity strongly depends on the quality of its error markup, which is most frequently carried out manually and thus presents a time-consuming and painstaking routine for the annotators. To make annotation process easier, additional tools, such as spellcheckers, are usually used. This paper focuses on developing a program for automatic correction of derivational errors made by learners of Russian as a foreign language. Derivational errors, which are not common for adult Russian native speakers (L1), but occur quite often in written texts or speech of Russian as foreign language learners (L2) [Chernigovskaya, Gor, 2000], were chosen as scope of our research because correction of such mistakes presents a formidable challenge for existing spellcheckers. Using the data from the Russian Learner Corpus (http://www.web-corpora.net/RLC/), we tested two already existing approaches to solve such kind of problems. The first one is based on a finite state automaton principle developed by Dickinson and Herring 2008, and it was test-ed as algorithm for derivational errors detection. The second one which relies on the Noisy Channel model by Brill and Moore, 2000, was used for studying errors correction. After we analyzed effectiveness of these tests, we developed our own system for autocorrection of derivational errors. In our program the algorithm of Dickinson and Herring was used as word-formation error detection module. The Noisy Channel model has been rejected, and we decided to use instead the Continuous Bag of Words FastText model, based on Harris distributional semantics theory [1954]. In addition, filtering rules have been developed for correcting frequent errors that the model is unable to handle. To restore automatically the correct grammatical word form, dictionary of word paradigms is used. Model results were validated on the data of Russian Learner Corpus.
The development of multilingual skills has become a core issue of educational policies in Europe, and especially in Germany. The members of the European Union agree that – in ad-dition to the national language – all children are expected to learn (at least) two other languages during their educational career (Commission of the European Communities 2008). This policy is reflected in the German education system which requires all students to learn at least one foreign language (usually English) from elementary school on. But whereas foreign language learning in this sense is considered to be positive for children in Europe, the language competences that derive from living in a multilingual family are widely ignored, if not marked as negative conditions for educational careers – at least, if migrant families are concerned. This observation was the starting point for a research priority area entitled “Language education and multilingualism” development” (www.mehrsprachigkeit.uni-hamburg.de). In the article, we introduce to a special issue with results on the relationship of foreign language learning and multilingual development that derives from living in a multilingual environment (“lebensweltliche Mehrsprachigkeit”).
The accuracy of placement results undoubtedly affects students' subsequent learning achievements in language programs. Although there has been a growing body of studies in the field of heritage language (HL) education, research on HL placement remains scarce, and little is known about the most appropriate and effective ways to place heritage language learners (HLLs). This article synthesizes and qualitatively analyzes the types of common practices and principles that college‐level language programs in the United States have adopted to place HLLs. A total of 752 peer‐reviewed journal articles published from 2000 to 2019 were retrieved from three databases, and 16 articles were included for the final content analysis. Three recurring themes, (1) the definitions of HLLs, (2) HL placement methods focusing on biographical questionnaires and locally designed placement tests, and (3) logistics, are identified in the review. This article discusses the current knowledge in these three areas and unpacks the implications for future HL placement design and implementation. It is challenging to place heritage language (HL) learners in the most appropriate course for their level. However, how much do we know about how to place them? What valid items should be included in the biographical questionnaires? How should we design placement tests for them? The article provides a review of what is currently known about these aspects and unpacks implications for college‐level HL placement design.
Aims
By applying the tripartite framework of family language policy, this study seeks to gain insight into heritage language maintenance of Polish families in Melbourne. To this end, an integrative investigation of family language policy encapsulating the heritage language perceptions, practices and management will be employed.
Methodology
Based on the data collected through the online questionnaire supplemented with in-depth interviews, quantitative and qualitative analyses have been conducted to obtain a sociolinguistic picture of the convoluted dependencies.
Data and analysis
The interviews were recorded, transcribed verbatim and coded according to the grounded theory approach. The recurrent themes were noted. The existing social patterns were conceptualised through the process of constant comparison. The excerpts selected for analysis illustrate how critical have been the informants’ beliefs and practices concerning heritage language maintenance.
Findings and conclusions
The data analyses of the researched families disclose a wide range of practices where certain discrepancies are observed between declarations and the actual language behaviours. It also emerges that without parents’ reinforcement and establishing the heritage language as a default means of communication at home, children suffer from lower productive skills.
Originality
This paper delves into how Polish is maintained as a heritage language by the second generation of Polish-speaking immigrants. It explores the Polish community, one of the well-established yet understudied groups that make up multicultural Australia. It unfolds an account of the dynamics of family language policy, illustrating how they are constantly negotiated, contested and formed by parents.
Significance/implications
The findings contribute to the ongoing discussion of language policies and heritage language maintenance by demonstrating that the hardship and distress resulting from heritage language acquisition as well as language maintenance are incumbent primarily on family language policy. The researched group is an average-size immigrant community situated in the context with limited institutional support resolving down to Polish Saturday schools.
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