The Development of English as a Heritage Language: The Role of Chronological Age and Age of Onset of Bilingualism

Autor/inn/en	Armon-Lotem, Sharon; Rose, Karen; Altman, Carmit
Titel	The Development of English as a Heritage Language: The Role of Chronological Age and Age of Onset of Bilingualism
Quelle	In: First Language, 41 (2021) 1, S.67-89 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armon-Lotem, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723720929810
Schlagwörter	Bilingualism; Native Language; Second Language Learning; Language Tests; Preschool Children; Semitic Languages; Comparative Analysis; Monolingualism; Grammar; Linguistic Theory; Language Acquisition; English; Age Differences; Mothers; Educational Attainment; Screening Tests; Language Skills; Foreign Countries; Scores; Israel; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Language test; Sprachtest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Arabisch; Hebräisch; Grammatik; Linguistische Theorie; Sprachaneignung; Spracherwerb; English language; Englisch; Age; Difference; Age difference; Altersunterschied; Mother; Mutter; Bildungsabschluss; Bildungsgut; Screening-Verfahren; Language skill; Sprachkompetenz; Ausland
Abstract	This study explores typically developing bilingual children's performance in their English as a heritage language. The aim of this study is to advance our understanding of heritage language expectations and the role of chronological age and bilingual exposure. A broad range of receptive and expressive linguistic domains are investigated as a function of chronological age and age of onset of bilingualism. English-Hebrew typically developing bilingual children (N = 240), ages 60-77 months, were compared to monolingual norms, using seven subtest standardized scores from the Clinical Evaluation of Language Fundamentals Preschool-2 (CELF-Preschool-2). Descriptive statistics, t-tests, ANCOVAs, multiple regression analysis, and post-hoc comparisons were conducted. English heritage language speakers presented with an asymmetric linguistic system influenced by their chronological age and age of onset of bilingualism. Results demonstrated that performance was more advanced for measures that were less reliant on language-specific skills. Measures dependent on grammatical knowledge were vulnerable to limitations but they were within the monolingual norms. In contrast, the lexicon was heavily influenced by bilingualism. These findings contribute to the literature on bilingual linguistic expectations and will have implications for theories of heritage language acquisition and language acquisition in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01