Oral Nativeness Acquisition in English as a Second Language Environments: A Case Study of Planned Bilingualism

Autor/in	Velasco, Ender
Titel	Oral Nativeness Acquisition in English as a Second Language Environments: A Case Study of Planned Bilingualism
Quelle	In: TESL-EJ, 24 (2020) 2, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Case Studies; Bilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Linguistic Input; Parent Participation; Language Research; Oral Language; Language Proficiency; Parent Child Relationship; Spanish; Native Speakers; Family Relationship; Child Rearing; Classification; Films; Cultural Awareness; Parent Attitudes; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachbildung; Elternmitwirkung; Sprachforschung; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Spanisch; Muttersprachler; Kindererziehung; Classification system; Klassifikation; Klassifikationssystem; Film; Cultural identity; Kulturelle Identität; Elternverhalten; Ausland; Kolumbien
Abstract	From the current available research, it is evident that further evidence is needed to understand Second Language Acquisition (SLA) processes under planned bilingualism approaches in English as a Second Language (ESL) environments. This study employs an explanatory single case strategy to investigate the oral proficiency and SLA experiences of a native-like English speaker brought up by second language (L2) English-speaking parents in a Spanish-speaking country. The main participants were Victoria, a 27-year-old, and her father Rafael who chose a planned bilingualism approach for her daughter's upbringing in Colombia. Data collection instruments included 51 questionnaires and 2 individual semi-structured interviews. The findings suggest that the concepts of English nativeness and language ownership ought to be based on categorisations of language expertise or proficiency rather than on other categorisations such as country of origin, nationality or the number of languages people speak. Impersonal L2 input sources such as films seem important in a learner's SLA process. Parents' involvement with the target language and interest in its culture are also important in a learner's successful SLA process in ESL environments. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01