Effects of Home Language and Socioeconomic Status on Modern Standard Written Chinese Literacy

Autor/inn/en	Luo, Dehong; Gong, Jing
Titel	Effects of Home Language and Socioeconomic Status on Modern Standard Written Chinese Literacy
Quelle	In: SAGE Open, 12 (2022) 4, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luo, Dehong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221134617
Schlagwörter	Native Language; Academic Language; Literacy; Socioeconomic Influences; Mandarin Chinese; Age Differences; Predictor Variables; Grade 5; Grade 6; Grade 7; Grade 8; Language Dominance; Second Language Learning; Bilingualism; Foreign Countries; Dialects; Geographic Regions; Language Minorities; Minority Groups; Ethnic Groups; Sino Tibetan Languages; Gender Differences; Family Literacy; Heritage Education; Achievement Tests; International Assessment; Grade 4; Reading Achievement; Reading Tests; Test Format; Student Characteristics; Language Tests; Family Characteristics; China; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Sozioökonomischer Faktor; Age; Difference; Age difference; Altersunterschied; Prädiktor; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Sprachliche Dominanz; Zweitsprachenerwerb; Bilingualismus; Ausland; Dialect; Dialekt; Sprachminderheit; Ethnische Minderheit; Ethnie; Geschlechterkonflikt; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Testentwicklung; Language test; Sprachtest
Abstract	Home language (HL) effects on academic language literacy have been extensively discussed. However, previous research has mostly focused on Indo--European languages. This study extends the literature by using data (n = 17,600) collected in a diversified language area: Guangxi, China. We examined the effects of four HLs and four socioeconomic factors by using modern standard written Chinese literacy as an outcome across three developmental levels (ages 10.45, 12.31, and 14.72). School clustering effect existed and adding the predictors of HL and socioeconomic status did not change the variance proportion in literacy performance accounted for by the school groupings. The findings indicate that (a) Putonghua-only speakers performed poorest in school Grades 5 to 6 and 7 to 8, (b) dominant Putonghua speakers performed best in Grades 7 to 8, (c) heritage-only speakers performed best in Grades 5 to 6, and (d) the contribution of the parents' socioeconomic factors depended on the participants' developmental levels. Our study supports the bilingual literacy advantage and explains why a heritage-only acts as a type of bilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01