Adult Ethnic Minorities' Mainstream Language Proficiency: Cultural Knowledge, Cultural Identification, and Language Use Attitudes

Autor/inn/en	Gu, Michelle Mingyue; Chiu, Ming Ming; Li, Jennie Zhen
Titel	Adult Ethnic Minorities' Mainstream Language Proficiency: Cultural Knowledge, Cultural Identification, and Language Use Attitudes
Quelle	In: Language, Culture and Curriculum, 36 (2023) 4, S.385-405 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gu, Michelle Mingyue) ORCID (Chiu, Ming Ming)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2023.2210287
Schlagwörter	Language Usage; Language Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Acculturation; Parent Child Relationship; Parenting Styles; Oral Language; Written Language; Multilingualism; Mandarin Chinese; Sino Tibetan Languages; Foreign Countries; Immigrants; Cultural Awareness; Ethnic Groups; Parent Attitudes; Self Concept; Hong Kong + Suchen Sie Ihr Suchwort? Sprachgebrauch; Sprachverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Akkulturation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Mehrsprachigkeit; Multilingualismus; Ausland; Immigrant; Immigrantin; Immigranten; Cultural identity; Kulturelle Identität; Ethnie; Elternverhalten; Selbstkonzept; Hongkong
Abstract	This study examines how immigrants' enculturation/acculturation, language use, and parenting were linked to their oral and written language proficiencies in multilingual Hong Kong (speak English, speak Cantonese, read and write Chinese). Participants in this study included 655 immigrant parents (from Pakistan, Nepal, India, Philippines, Indonesia, Kenya, Bangladesh, Malaysia, and others). Structural equation modelling of survey responses showed that parents with greater ethnic enculturation or host acculturations reported better mainstream language skills (speak English, speak Cantonese, read and write Chinese). More heritage cultural knowledge was linked to better spoken Cantonese. Greater cultural identification with their own ethnic community was linked to better spoken English. Those with more local Chinese cultural knowledge reported better Chinese reading and writing and permissive parenting, which contributed to better English speaking. Compared to immigrant fathers, immigrant mothers reported lower Cantonese and English speaking proficiencies. Together, these results show that greater cultural identification with the ethnic community was linked to greater English-speaking skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01