Bilingual Language Use Is Context Dependent: Using the Language and Social Background Questionnaire to Assess Language Experiences and Test-Rest Reliability

Autor/inn/en	Mann, Aaron; de Bruin, Angela
Titel	Bilingual Language Use Is Context Dependent: Using the Language and Social Background Questionnaire to Assess Language Experiences and Test-Rest Reliability
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2886-2901 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1988049
Schlagwörter	Bilingualism; Foreign Countries; Native Language; Second Language Learning; Questionnaires; Reliability; Language Usage; Social Environment; Context Effect; Correlation; English (Second Language); Language Proficiency; Decision Making; Vocabulary; Task Analysis; Scoring; Factor Analysis; Computational Linguistics; Family Relationship; Code Switching (Language); Literacy; Social Media; Elementary Secondary Education; Interpersonal Communication; Work Environment; Computer Mediated Communication; Films; Television; Leisure Time; Radio; Purchasing; United Kingdom + Suchen Sie Ihr Suchwort? Bilingualismus; Ausland; Zweitsprachenerwerb; Fragebogen; Reliabilität; Sprachgebrauch; Soziales Umfeld; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Decision-making; Entscheidungsfindung; Wortschatz; Aufgabenanalyse; Bewertung; Faktorenanalyse; Linguistics; Computerlinguistik; Alphabetisierung; Schreib- und Lesefähigkeit; Soziale Medien; Interpersonale Kommunikation; Arbeitsmilieu; Computerkonferenz; Film; Fernsehen; Fernsehtechnik; Freizeit; Beschaffungswesen; Kauf; Großbritannien
Abstract	Bilingualism is a multi-faceted experience and bilinguals differ in how they use their languages in daily life. Therefore, assessments of bilingualism that consider the role of (social) context are needed when describing bilinguals. In this study, we evaluated how (reliably) the Language and Social Background Questionnaire (LSBQ; Anderson et al. 2018) describes language experiences of bilinguals living in the UK. Across 163 participants, nine factors were found to describe their daily-life language experiences in different contexts or with different interlocutors. Factors describing language use also correlated with objective English (L2) proficiency. These findings emphasise the need for studies to characterise bilinguals' daily-life language use in more detail and with a focus on the multi-dimensionality of bilingualism. Test-retest reliability (assessed across two weeks) was moderate to substantial, showing that the LSBQ might be a reliable tool to capture these bilingual experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01