First-Language Skills of Bilingual Turkish Immigrant Children Growing up in a Dutch Submersion Context

Autor/inn/en	Akoglu, Gözde; Yagmur, Kutlay
Titel	First-Language Skills of Bilingual Turkish Immigrant Children Growing up in a Dutch Submersion Context
Quelle	In: International Journal of Bilingual Education and Bilingualism, 19 (2016) 6, S.706-721 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1181605
Schlagwörter	Turkish; Native Language; Immigrants; Bilingualism; Academic Achievement; Second Language Learning; Indo European Languages; Comparative Analysis; Monolingualism; Cognitive Development; Concept Formation; Syntax; Vocabulary Skills; Mothers; Educational Attainment; Foreign Countries; Test Results; Statistical Analysis; Correlation; Children; Netherlands; Turkey + Suchen Sie Ihr Suchwort? Türkisch; Immigrant; Immigrantin; Immigranten; Bilingualismus; Schulleistung; Zweitsprachenerwerb; Indoeuropäisch; Kognitive Entwicklung; Concept learning; Begriffsbildung; Aktiver Wortschatz; Mother; Mutter; Bildungsabschluss; Bildungsgut; Ausland; Statistische Analyse; Korrelation; Child; Kind; Kinder; Niederlande; Türkei
Abstract	The interdependence between the first and second language of bilingual immigrant children has not received sufficient attention in research. Most studies concentrate on mainstream language skills of immigrant pupils. In some studies, the gaps in the language development of immigrant children are documented by comparing mainstream pupils with immigrant children. The competence in the first language receives very little attention. In order to show the role of first language competence in second-language acquisition and lower school achievement, we present the findings of our empirical study by comparing bilingual Turkish immigrant children (n = 30, mean age = 67.27 months) in the Netherlands and monolingual Turkish speakers (n = 30, mean age = 66.97 months) in Turkey. The evidence presented in this paper shows that compared to monolingual Turkish speakers, Turkish immigrant children lag behind in their first language cognitive concepts, lexical, syntactic, and textual skills. Mothers' education level turns out to be an important factor in explaining the performance differences of immigrant children. This would have an effect on their concept and cognitive development as well as on their second-language acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01