Language Experience and Bilingual Children's Heritage Language Learning

Autor/inn/en	Sun, He; Waschl, Nicolette; Veera, Roodra
Titel	Language Experience and Bilingual Children's Heritage Language Learning
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 5, S.1356-1383 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, He) ORCID (Waschl, Nicolette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000942
Schlagwörter	Kindergarten; Young Children; Mandarin Chinese; Bilingual Students; Native Language; Language Skills; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Frühe Kindheit; Language skill; Sprachkompetenz; Ausland; Singapur
Abstract	Both language input and output are important to child language learners' heritage language development. Nevertheless, existing studies mainly focus on language input, leaving the significance of language output underexplored. The current study assessed 201 kindergarteners' Mandarin skills (i.e., receptive vocabulary, receptive grammar, and verbal fluency) in Singapore, and investigated the influence of children's Mandarin experience, and specifically output, on these Mandarin skills. The results based on multilevel models reveal that children's Mandarin experience plays a crucial role in the three Mandarin skills, after controlling for children's gender, language aptitude, and English proficiency. Specifically, children's onset age of Mandarin speaking and the number of places where they used Mandarin alone significantly predict all the Mandarin skills. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01