Once a French Speaker, Always a French Speaker? Bilingual Children's Thinking about the Stability of Language

Autor/inn/en	Dautel, Jocelyn B.; Kinzler, Katherine D.
Titel	Once a French Speaker, Always a French Speaker? Bilingual Children's Thinking about the Stability of Language
Quelle	In: Cognitive Science, 42 (2018), S.287-302 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12572
Schlagwörter	Bilingualism; French; Second Language Learning; Metalinguistics; English (Second Language); Race; Language Tests; Language Dominance; Language Attitudes; Children; Decision Making; Adults; Classification; Childhood Attitudes + Suchen Sie Ihr Suchwort? Bilingualismus; Französisch; Zweitsprachenerwerb; Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Rasse; Abstammung; Language test; Sprachtest; Sprachliche Dominanz; Sprachverhalten; Child; Kind; Kinder; Decision-making; Entscheidungsfindung; Classification system; Klassifikation; Klassifikationssystem
Abstract	Despite early emerging and impressive linguistic abilities, young children demonstrate ostensibly puzzling beliefs about the nature of language. In some circumstances monolingual children even express the belief that an individual's language is more stable than her race. The present research investigated bilingual children's thinking about the relative stability of language and race (Kinzler & Dautel, 2012). Five-to six-year-old bilingual children were asked to judge whether a target child who varied in race (White or Black) and language (English or French) would grow up to be an adult who maintained the target child's race or her language. Similar to many monolingual children, a heterogeneous group of bilingual children on average chose the language-match. Yet French-English bilingual children were relatively more likely to choose the race-match, especially when tested in their non-dominant language. Specific experience with relevant languages, and communicating in a non-dominant language, may contribute to children's developing metalinguistic success and their thinking about social categorization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01