Home and community factors influencing bilingual children's ethnic language vocabulary development
Home and community factors influencing bilingual children's ethnic language vocabulary development
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DOI：
10.1177/1367006911429527
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发表时间：
2012-12-01
影响因子：
1.5
通讯作者：
Shin, Jee-Young
中科院分区：
文献类型：
--
作者：
Dixon, L. Quentin;Zhao, Jing;Shin, Jee-Young
研究人员对 282 名民族语言（或母语）为华语、马来语或泰米尔语且也在学习英语的新加坡儿童进行了研究，研究了家庭和社区因素对预测民族或传统语言词汇的影响。结果表明：（1）父母对孩子说民族语言对孩子的民族语言词汇有很强的正向影响，而父母只说英语则有负向影响； (2)语言社区对儿童的民族语言词汇产生影响，这可能反映了更广泛社区对语言的支持； (3) 家庭收入因语言社区的不同而有所不同； (4)大部分/仅看英语电视对儿童的民族语言词汇有负面影响。这些发现为语言少数群体儿童中的其他研究提供了支持，这些研究表明，当通过社会主导语言进行学校教育时，维持民族或传统语言需要家庭支持。
The influence of home and community factors in predicting ethnic or heritage language vocabulary were examined among 282 Singaporean children whose ethnic languages (or mother tongues) were Chinese, Malay, or Tamil, and who were also learning English. The results indicated that (1) parents speaking ethnic language to children had a strong positive effect on children's ethnic language vocabulary, whereas parents speaking only English had a negative effect; (2) language community had an effect on children's ethnic language vocabulary, which may reflect community support for the language among the broader community; (3) family income worked differently depending on the language community; and (4) watching television in English mostly/only had a negative effect on children's ethnic language vocabulary. These findings lend support to other studies among language-minority children indicating that maintaining an ethnic or heritage language requires home support when schooling is through a societally dominant language.