Bilingualism goes to school: The interplay of (extra)linguistic factors in successful bilingual development

双语进入学校：（外）语言因素在成功双语发展中的相互作用

• 批准号: 2866617
• 金额: --
• 依托单位: Lancaster University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2866617
• 关键词: Bilingualism; goes; interplay; extra; linguistic

Migration is making Europe increasingly multilingual, and the United Kingdom is committed topromoting this linguistic diversity for reasons of cultural identity, social integration and cohesion(Social Mobility Commission, 2022). Heritage languages are the minority languages spoken athome in situations where these family languages are not a dominant language of the largersociety. For example, Polish, Punjabi, and Portuguese are widely spoken heritage languages in theUnited Kingdom. In 2021/2022, close to 20% of school pupils (1.6M pupils) spoke a languagedifferent than English at home (Department for Education, 2022). Speaking these languages athome permit migrant children to maintain ties to their parents' country of origin and to their cultural heritage. At the same time, it is clear that successful integration also requires a high levelof proficiency in the majority language of society (English) (Hutchinson, 2018).The key question, and one to be addressed in this PhD project, is how to promote thedevelopment of both languages so that these multilingual citizens can make use of theeducational and professional opportunities resulting from an increasingly integrated Europe. Inaddressing this question, we will work in close collaboration with a major non-academicstakeholder, Portugal's Camões Institute, which, as one of Europe's leading institutions promotingbilingual education, has a significant interest in understanding the factors that facilitate bilingualdevelopment.Several factors have been identified for successful bilingual development. These includethe age of acquisition, the amount of contact with the heritage language through different familyconstellations, socioeconomic status, formal schooling, and explicit grammar instruction in theheritage language (e.g., Bayram et al., 2021; Torregrossa et al., 2022). However, most studiesconsider variables in isolation, which means that the interplay of critical factors and their impacton bilingual language development are not fully understood. In addition, most studies observe theeffects of these factors on the acquisition of very specific aspects of the heritage language ratherthan a broader range of language properties. Finally, most studies consider the heritage languageindependent of the majority language. This is problematic as we need to study the conditions thatenable children to develop their two native languages, and this requires testing their competencein both. The objective of the proposed PhD project is to significantly advance our understanding ofthe factors that determine successful bilingual development by directly addressing theseshortcomings. First, rather than considering variables in isolation, we will examine the interplay ofthe critical factors above in bilingual development. Second, rather than focusing on just onedomain of language, we will observe the development of three linguistic domains (lexicon,morphology, syntax). And third, rather than observing the effect of these factors on just onelanguage, we will investigate their effect on both the heritage and the majority language. We willfocus on English-Portuguese bilingual development as a test case, but the insights from this PhDproject will apply to other language constellations.

移民正在使欧洲越来越多地使用多种语言，英国致力于促进这种语言多样性，以实现文化认同、社会融合和凝聚力（社会流动委员会，2022年）。传统语言是在家庭中使用的少数民族语言，这些家庭语言不是更大社会的主导语言。例如，波兰语、旁遮普语和葡萄牙语是英国广泛使用的传统语言。在2021/2022年，近20%的学生（160万学生）在家里说的语言不同于英语（教育部，2022年）。在家里讲这些语言使移徙儿童能够与其父母的原籍国和文化遗产保持联系。与此同时，很明显，成功的融合也需要对社会主流语言（英语）的高度熟练（哈钦森，2018）。关键问题，也是这个博士项目要解决的问题之一，是如何促进两种语言的发展，以便这些多语言的公民可以利用日益一体化的欧洲所带来的教育和职业机会。在解决这个问题时，我们将与一个主要的非学术利益相关者--葡萄牙的Cameroes研究所密切合作。Cameroes研究所作为欧洲促进双语教育的主要机构之一，对了解促进双语发展的因素有着重大的兴趣。成功的双语发展已经确定了几个因素。这些因素包括习得的年龄、通过不同的家庭星座与遗产语言接触的数量、社会经济地位、正规教育以及遗产语言中明确的语法教学（例如，Bayram等人，2021; Torregrossa等人，2022年）。然而，大多数研究都是孤立地考虑变量，这意味着关键因素的相互作用及其对双语语言发展的影响并没有得到充分的理解。此外，大多数研究都观察到这些因素对习得遗产语言的非常具体的方面的影响，而不是更广泛的语言属性。最后，大多数研究认为遗产语言独立于主流语言。这是有问题的，因为我们需要研究儿童发展两种母语的条件，这需要测试他们的两种能力。该博士项目的目标是通过直接解决这些不足来显著提高我们对决定成功双语发展的因素的理解。首先，我们将研究双语发展中上述关键因素的相互作用，而不是孤立地考虑变量。其次，我们将观察三个语言领域（词汇、词法、句法）的发展，而不是仅仅关注语言的一个领域。第三，我们将研究这些因素对传统语言和主流语言的影响，而不是仅仅观察这些因素对一种语言的影响。我们将专注于英语-葡萄牙语双语开发作为测试案例，但这个博士项目的见解将适用于其他语言星座。