By Sarah J. Shin
Immigrant mom and dad are usually urged via academics, medical professionals and speech therapists to forestall talking the local language at domestic in order to not confuse teenagers with enter from languages. even though, this view isn't really supported by way of empirical linguistic and social proof. This booklet sheds gentle on a number of the universal myths round being bilingual and explores the strategies of twin language improvement between Korean youngsters becoming up within the usa. The e-book sensibly argues that the bilingualism of linguistic minority young ones is a source to be cultivated, no longer an issue to be conquer. moreover, it explores a variety of academic, social and fiscal pressures which impede intergenerational transmission of historical past languages, and discusses elements that give a contribution to winning bilingual elevating of kids even with those pressures. A great addition to the turning out to be literature on bilingual improvement, this e-book bargains precious feedback for folks, lecturers and coverage makers who're attracted to selling the advance and upkeep of bilingual competence in linguistic minority little ones.
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Additional resources for Developing in Two Languages: Korean Children in America (Child Language and Child Development)
Teachers in immersion programs have high expectations for children’s 36 Developing in Two Languages achievement and there is usually a significant level of parental involvement and support. French is considered a valuable addition to the children’s existing linguistic repertoire and the most usual outcome is proficiency in both English and French. This type of bilingual development corresponds to Lambert’s (1977) ‘additive bilingualism’. In contrast, negative effects are found with linguistic minority children who are forced to learn the majority language and are not encouraged to maintain their mother tongue and whose social environment does not induce learning.
Aside from comparing L1 and L2 developmental sequences, some studies, especially those concerned with L2 pedagogy, have taken up the question of whether common developmental sequences are found in L2 learners with different L1 backgrounds. 4 Given the very different grammars of Chinese and Spanish, Dulay and Burt argued that universal language-processing strategies are the basis for the child’s organization of an L2, and that it is the L2 system, rather than the L1 system, that guides the acquisition of the L2.
By interacting with members of their family, school and community, children learn that one language may be valued more than another and decide to become more proficient in that language. The highly valued language has a better chance of survival as part of a young child’s individual linguistic repertoire as well as part of the community’s repertoire over time (Ochs & Schieffelin, 1995). For example, in many Native American communities, young people are lured by educational and economic opportunities that their English skills can bring and often do not see the value of learning and maintaining their heritage language.
Developing in Two Languages: Korean Children in America (Child Language and Child Development) by Sarah J. Shin