A longitudinal investigation of language mixing in Spanish-English dual language learners: the role of language proficiency, variability, and sociolinguistic factors.
A longitudinal investigation of language mixing in Spanish-English dual language learners: the role of language proficiency, variability, and sociolinguistic factors.
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西班牙语-英语双语学习者语言混合的纵向调查：语言熟练程度、变异性和社会语言因素的作用。
DOI：
10.1017/s0305000919000278
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发表时间：
2019
影响因子：
2.2
通讯作者：
Subrahmanyam,Kaveri
中科院分区：
文献类型：
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作者：
Montanari,Simona;Ochoa,Wendy;Subrahmanyam,Kaveri
本研究考察了26名西班牙语-英语双语学习者在学龄前第一年的语言混合情况。分析了3岁儿童在单语语境下的语言选择模式；6和4；5 .检查：(1)年内语言混合的频率是否发生变化；(2)混合语是否与话语长度和词汇多样性测量的熟练程度有关；(3)在参与者中是否存在不同的儿童亚组，具有相似的熟练程度和语言使用模式。结果表明，语言混合在两个年龄段都很低，仅在3岁时与词汇资源有限有关；然而，到了4岁；语言选择更多地受到社会语言学变量的限制——儿童对主流文化规定的语言的认识——而不是熟练程度。探索性聚类分析进一步揭示了学习者具有相似熟练程度和语言混合特征的不同概况。
This study examines language mixing in 26 Spanish–English dual language learners over the course of their first year of preschool. The children's patterns of language choice while interacting in monolingual language contexts were analyzed at age 3;6 and 4;5 to examine: (1) whether the frequency of language mixing changed during the year; (2) whether mixing was related to proficiency as measured by utterance length and lexical diversity; and (3) whether there were different subgroups of children, among the participants, with similar proficiency and language use patterns. The results indicate that language mixing, which was low at both ages, was related to limited lexical resources only at 3;6. However, by age 4;5, language choice was more constrained by sociolinguistic variables – children's awareness of the language prescribed by the majority culture – than by proficiency. An exploratory cluster analysis further reveals different profiles of learners sharing similar proficiency and language mixing characteristics.