Literacy attainment in a second language submersion context
Literacy attainment in a second language submersion context
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DOI：
10.1017/s0142716499003033
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发表时间：
1999-09-01
影响因子：
2.1
通讯作者：
Verhoeven, L
中科院分区：
文献类型：
--
作者：
Aarts, R;Verhoeven, L
本研究的目的是描述居住在荷兰的222名土耳其儿童的第一语言和第二语言读写能力水平，并确定与他们读写能力的个体差异有关的因素。以目标语文土耳其语和荷兰语采取了学校扫盲和实用扫盲措施。单语对照组的数据作为基准。为了探讨读写能力得分的个体差异，研究了来自儿童、家庭和学校的背景特征。研究结果表明，荷兰儿童的识字水平低于只说一种语言的同龄人。荷兰儿童的双语水平主要与家庭刺激、父母上学动机和儿童自尊等因素有关。
The purpose of this study was to describe the first and second language literacy levels of a sample of 222 Turkish children living in the Netherlands and to identify the factors that are related to individual variation in their literacy performance. Measures of both school literacy and functional literacy were taken in the target languages, Turkish and Dutch. Data of monolingual control groups were used as benchmarks. To explore individual variation in biliteracy scores, background characteristics originating from the child, the family, and the school were examined. The results of the study indicated that the children in the Netherlands attained lower levels of literacy than their monolingual peers. The level of biliteracy of the children in the Netherlands turned out to be primarily related to the factors of home stimulation, parents' motivation for schooling, and children's self-esteem.