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Bilingual language acquisition among...

Patanakul, Severine S.

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Bilingual language acquisition among preschool children raised in bilingual homes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Bilingual language acquisition among preschool children raised in bilingual homes./
Author:	Patanakul, Severine S.
Description:	222 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599890
ISBN:	9781303496868

Bilingual language acquisition among preschool children raised in bilingual homes.
Patanakul, Severine S.

Bilingual language acquisition among preschool children raised in bilingual homes. - 222 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--New York University, 2013.

This dissertation investigates bilingual language acquisition among children between the ages of 2.5 and 6, who are raised in homes where one parent speaks the dominant language and the other parent speaks the heritage language with the child. The study uses a mixed-method approach with an initial quantitative phase including extensive data collection through self-reported online questionnaires with the participation of 151 parents of bilingual children around the world and a qualitative phase with a study of 4 selected cases using semi-structured interviews. This research method is used to explore the extent to which parental language input, the children's language production with their parents, the children's peers' language input in their country of residence, and the children's experience in their heritage country relate to their oral/aural bilingual linguistic competence as perceived by their parents. The data reveal that parental language input is necessary but not sufficient to promote bilingual language acquisition among young children; findings suggest that language production was also needed for children to successfully acquire speaking skills in their heritage language. Furthermore, results indicate a relationship between the children's school language and their language competence and raise questions about how the nature of the children's experience in their heritage country affects outcomes. Finally, the impact of other factors in the children's environment is identified, such as parents' motivation and persistence in supporting children's heritage language development and promotion of language learning strategies.

ISBN: 9781303496868Subjects--Topical Terms:

2122778
Bilingual education.

Bilingual language acquisition among preschool children raised in bilingual homes.
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020 $a 9781303496868
035 $a (MiAaPQ)AAI3599890
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100 1 $a Patanakul, Severine S. $3 3277994
245 1 0 $a Bilingual language acquisition among preschool children raised in bilingual homes.
300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Miriam Eisenstein Ebsworth.
502 $a Thesis (Ph.D.)--New York University, 2013.
520 $a This dissertation investigates bilingual language acquisition among children between the ages of 2.5 and 6, who are raised in homes where one parent speaks the dominant language and the other parent speaks the heritage language with the child. The study uses a mixed-method approach with an initial quantitative phase including extensive data collection through self-reported online questionnaires with the participation of 151 parents of bilingual children around the world and a qualitative phase with a study of 4 selected cases using semi-structured interviews. This research method is used to explore the extent to which parental language input, the children's language production with their parents, the children's peers' language input in their country of residence, and the children's experience in their heritage country relate to their oral/aural bilingual linguistic competence as perceived by their parents. The data reveal that parental language input is necessary but not sufficient to promote bilingual language acquisition among young children; findings suggest that language production was also needed for children to successfully acquire speaking skills in their heritage language. Furthermore, results indicate a relationship between the children's school language and their language competence and raise questions about how the nature of the children's experience in their heritage country affects outcomes. Finally, the impact of other factors in the children's environment is identified, such as parents' motivation and persistence in supporting children's heritage language development and promotion of language learning strategies.
590 $a School code: 0146.
650 4 $a Bilingual education. $3 2122778
650 4 $a Modern literature. $3 2122750
650 4 $a Linguistics. $3 524476
690 $a 0282
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710 2 $a New York University. $b Teaching and Learning. $3 1678711
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 0146
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599890