Bilingual first-language development: Dominant language takeover, threatened minority language take-up
Bilingual first-language development: Dominant language takeover, threatened minority language take-up
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DOI：
10.1017/s1366728909004015
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发表时间：
2009-04-01
影响因子：
3.6
通讯作者：
Thomas, Enlli Mon
中科院分区：
文献类型：
--
作者：
Gathercole, Virginia C. Mueller;Thomas, Enlli Mon
本研究探讨了在稳定的双语社区中，双语者在多大程度上完全掌握两种社区语言。越来越多的证据表明，在一种语言占主导地位的双语社区中，各亚群体学习占主导地位的语言可能不成问题，而学习少数民族语言则可能在投入减少的情况下受到阻碍。在威尔士，孩子们从小就在家里或学校接触英语和威尔士语，或者两者兼而有之。这里报告的数据表明，无论家庭语言背景，扬声器开发等效的，成熟的英语命令，但命令的威尔士语是直接相关的威尔士语在家里和学校的输入水平。此外，成年后威尔士语的保持可能取决于持续接触该语言。这些数据对双语习得不稳定与移民双语社区的理论，双语儿童的最佳条件，和理论的关键时期收购的影响。
This study explores the extent to which bilingual speakers in stable bilingual communities become fully bilingual in their two community languages. Growing evidence shows that in bilingual communities in which one language is very dominant, acquisition of the dominant language may be quite unproblematic across sub-groups, while acquisition of the minority language can be hampered under conditions of reduced input. In Wales, children are exposed to both English and Welsh from an early age, either in the home or at school, or both. The data reported here indicate that regardless of home language background, speakers develop equivalent, mature command of English, but that command of Welsh is directly correlated with the level of input in Welsh in the home and at school. Furthermore, maintenance of Welsh in adulthood may be contingent on continued exposure to the language. The data have implications for theories of bilingual acquisition instable versus immigrant bilingual communities, for optimal conditions for bilingual children, and for theories of critical periods of acquisition.