Learning Modern Greek: A Comparison of Development and Identification Patterns among Heritage and Foreign Language Learners

Autor/inn/en	Triantafillidou, Lida; Hedgcock, John S.
Titel	Learning Modern Greek: A Comparison of Development and Identification Patterns among Heritage and Foreign Language Learners
Quelle	In: Journal of Language, Identity, and Education, 6 (2007) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348450701340974
Schlagwörter	North Americans; Ethnic Groups; Greek; Second Language Learning; Socialization; Ethnicity; Social Influences; Cultural Background; Differences; Oral Language; Language Skills; Ethnography; Interviews; Comparative Analysis; Family Environment; Social Behavior; Self Concept; Development; Thinking Skills + Suchen Sie Ihr Suchwort? Ethnie; Grieche; Griechisch; Zweitsprachenerwerb; Socialisation; Sozialisation; Ethnizität; Sozialer Einfluss; Unterscheiden; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Ethnografie; Interviewing; Interviewtechnik; Familienmilieu; Social behaviour; Soziales Verhalten; Selbstkonzept; Entwicklung; Denkfähigkeit
Abstract	Although second language (L2) research has explored connections between sociopsychological variables and L2 socialization processes, relatively few investigations have compared heritage language (HL) learners to traditional foreign language (FL) learners in the North American context. This descriptive study compares the learning and acculturation patterns of 26 first- and second-generation Greek American learners of Modern Greek and 16 non-Greek American learners. Oral performance measures and ethnographic interviews involving 10 participants reveal that FL participants attributed their L2 proficiency to sophisticated metalinguistic knowledge and social strategies. In contrast, Greek American participants cited prior language instruction, the use of Greek as a home language, and--significantly--their ethnicity, as the most meaningful contributors to their linguistic success. Analyses highlight striking distinctions between the cognitive strategies, affiliation patterns, and identity construction patterns of FL and HL learners, suggesting implications for providing instruction that is appropriate for both FL instruction and HL maintenance. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10