Heritage Language Journal最新文献_第8页

Family Language Policies in a Libyan Immigrant Family in the U.S. 美国利比亚移民家庭的家庭语言政策

Heritage Language Journal Pub Date : 2018-12-31 DOI: 10.46538/hlj.15.3.5

B. Yazan, I. Ali

{"title":"Family Language Policies in a Libyan Immigrant Family in the U.S.","authors":"B. Yazan, I. Ali","doi":"10.46538/hlj.15.3.5","DOIUrl":"https://doi.org/10.46538/hlj.15.3.5","url":null,"abstract":"Addressing the paucity of research on the experiences of Arabic-speaking Muslim immigrant families, this study investigated the family language policy (FLP) of a Libyan family currently residing in the Southeast United States. More specifically, it focused on the impact of the parents’ language ideologies and ethnolinguistic aspirations on their language planning decisions about their daughter’s maintenance of Arabic. It drew upon the theoretical constructs of language ideologies (Woolard, 1998) and capital (Bourdieu, 1986). Part of a larger study, the data in this paper are gleaned from two sources: a questionnaire and two rounds of semi-structured individual interviews. The findings suggested that the Abdel-Aziz family’s FLP is driven by the parents’ vision and expectations for their children’s language use, which include (a) aspirations to develop\u0000bilingualism and maintain ethnolinguistic identity, (b) aspirations to develop biculturalism and resist cultural colonization, (c) participating in religious practices and communities, and (d) maintaining relationships with family and Libyan society. In light of the findings, this paper discusses the complex interplay between “linguistic and non-linguistic forces” (Curdt-Christiansen, 2016) in parental language ideologies that influence the emergence and enactment of FLPs. This interplay involves the intertwined nature of language and religious identity, the family’s responses to the dominant societal ideologies in the U.S., and the understanding of linguistic, cultural, and social capital (Ferguson, 2013; Gomaa, 2011; Mills, 2004).","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134329647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

“I Think That Sounds Right” “我想那听起来是对的”

Heritage Language Journal Pub Date : 2018-12-31 DOI: 10.46538/hlj.15.3.4

Laura C. Walls

引用次数: 1

An Analysis of Korean Heritage Learners’ Writing across Different Discourse Types 韩国传统学习者不同语篇类型的写作分析

Heritage Language Journal Pub Date : 2018-12-31 DOI: 10.46538/hlj.15.3.3

Youngsoon So, Sung-ock Sohn, Jieun Kim

{"title":"An Analysis of Korean Heritage Learners’ Writing across Different Discourse Types","authors":"Youngsoon So, Sung-ock Sohn, Jieun Kim","doi":"10.46538/hlj.15.3.3","DOIUrl":"https://doi.org/10.46538/hlj.15.3.3","url":null,"abstract":"This study analyzed compositions written by 74 primary school-level Korean heritage learners enrolled in a dual-language program to investigate whether and how their performance varied across four tasks requiring written responses in four distinct discourse types: narrative, letter, journal, and exposition. Quantitative and qualitative analyses of the compositions provided the following findings. First, students produced compositions of varying overall quality, indicated by significantly different holistic scores, across the four writing tasks. Second, in addition to the difference in the holistic scores, their compositions also differed in terms of aspects such as length, syntactic complexity, and successful task completion. Third, different combinations of textual features were found to be significant in explaining the overall quality of written compositions across the four writing tasks, with “cohesion” and “accuracy” being the only variables found to have a significant influence across all four tasks. Last, examination of error types suggested that both linguistic characteristics of the target language and specific aspects of the assessment tasks should be considered in explaining the frequent error types. These findings can inform efforts to address the unique linguistic profiles and educational needs of target student populations (i.e., heritage language learners) in writing instruction and assessment.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116697308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Role of Lexical Associations and Overgeneralizations in Heritage Spanish Perception 词汇联想和过度概括在传统西班牙语感知中的作用

Heritage Language Journal Pub Date : 2018-08-31 DOI: 10.46538/hlj.15.2.1

W. Chappell

{"title":"The Role of Lexical Associations and Overgeneralizations in Heritage Spanish Perception","authors":"W. Chappell","doi":"10.46538/hlj.15.2.1","DOIUrl":"https://doi.org/10.46538/hlj.15.2.1","url":null,"abstract":"Heritage speakers exhibit a tendency to overgeneralize morphological paradigms in their\u0000production, but little is known about their perception, and the present study seeks to better understand how heritage speakers process new information in their home language. To this end, 119 listeners from different language backgrounds evaluated the number of syllables in 70 nonce words, all four-syllable paroxytone nonce words with an initial obstruent + vowel + flap sequence, with the first vowel presented at 100%, 75%, 50%, and 25% of its original duration. Two types of word endings were used: -fono, designed to be reminiscent of the word teléfono, a high frequency four-syllable word, and -pine, which does not clearly prime any existing Spanish words, e.g. teréfono and terépine, respectively. Cumulative link mixed effects models fitted to 119 participants’ evaluations (N = 32,619) show that heritage speakers evaluate nonce words ending in -fono as four syllables significantly more than words ending in -pine (p < 0.001), but no word-ending effect was found for any other language group. I contend that heritage speakers\u0000filter new information in their heritage language through existing knowledge more rigidly than other Spanish speakers, and these overgeneralizations in perception parallel heritage speakers’ overgeneralizations in production.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134088931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

L2 and Heritage Korean Tense Morphology in Discourse: Interplay between Lexical andDiscursive Meaning 二语和传统韩语语篇中的时态形态:词汇意义和话语意义的相互作用

Heritage Language Journal Pub Date : 2018-08-31 DOI: 10.46538/hlj.15.2.2

E. Lee

引用次数: 0

The Acquisition of Spanish Gender Marking in the Writing of Heritage and Second Language Learners 传统与第二语言学习者写作中西班牙语性别标记的习得

Heritage Language Journal Pub Date : 2018-08-31 DOI: 10.46538/hlj.15.2.4

Antonio Pérez-Núñez

引用次数: 4

Book Review: Language Maintenance and Shift (2016). Anne Pauwels. Cambridge, UK:Cambridge University Press. 书评:语言的维护与转变(2016)。安妮Pauwels。英国剑桥:剑桥大学出版社。

Heritage Language Journal Pub Date : 2018-08-31 DOI: 10.46538/hlj.15.2.5

Salvatore Callesano

引用次数: 0

De bueno a muy bueno 从好到非常好

Heritage Language Journal Pub Date : 2018-08-31 DOI: 10.46538/hlj.15.2.3

M. L. Parra, Marta Llorente Bravo, M. Polinsky

{"title":"De bueno a muy bueno","authors":"M. L. Parra, Marta Llorente Bravo, M. Polinsky","doi":"10.46538/hlj.15.2.3","DOIUrl":"https://doi.org/10.46538/hlj.15.2.3","url":null,"abstract":"This paper presents and analyzes quantitative and qualitative changes in the performance of seven advanced-proficiency heritage speakers of Spanish over the course of one semester of instruction, during which these speakers were part of a college-level macro-based heritage Spanish class. Using oral narratives recorded in the first and last weeks of class, we analyzed changes in key categories such as overall narrative organization, use of discourse connectors, tenses, complex structures (subordination), and lexical proficiency. The post-intervention results showed positive improvements in students’ linguistic ability to narrate in more sophisticated and complex ways as the proportion of subordinate clauses, variety of tenses, and diversification of discourse connectors increased, as well as the use of stylistic phrases and formulas characteristic of the narrative genre. The results provide concrete examples of the positive impact that a pedagogical macro-approach can have on advanced heritage learners’ language development, use, and motivation. We propose a combination of pedagogical practices that include a rich language environment, meaningful interactions, continuous scaffolding, and explicit instruction about discourse elements, complex structures, and genre characteristics to continue fostering advanced language learning. Other factors we analyze as part of the dynamics of change in students’ narrative skills include the interaction between oral and written modalities of the language and individual differences.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125253161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Metalinguistic Intuitions and Dominant Language Transfer in Heritage Spanish Syllabification 传统西班牙语音节化中的元语言直觉与优势语言迁移

Heritage Language Journal Pub Date : 2017-03-18 DOI: 10.46538/hlj14.3.4

Michael Shelton, David Counselman, N. Palma

{"title":"Metalinguistic Intuitions and Dominant Language Transfer in Heritage Spanish Syllabification","authors":"Michael Shelton, David Counselman, N. Palma","doi":"10.46538/hlj14.3.4","DOIUrl":"https://doi.org/10.46538/hlj14.3.4","url":null,"abstract":"While heritage speakers of Spanish have been shown to differ from monolingual speakers along many morphosyntactic lines, comparatively few studies in heritage linguistics have focused on phonology. To test whether the knowledge of English phonotactics would influence Spanish-English heritage speaker syllabification patterns in Spanish, 29 heritage and 29 monolingual speakers of Spanish completed a paper-and-pencil syllabification task in which they divided 80 Spanish words into syllables. Stimuli were controlled for comparisons between Spanish and English phonotactic constraints. Specific attention was placed on the syllabification of vocalic sequences as diphthongs or hiatus. Based on the distribution of diphthongs in English, and the findings of cognate effects in a similar study by Zárate-Sández (2011), heritage speakers were predicted to break diphthongs into hiatus more often in cognates than noncognates, more often when the English translation of a cognate presented hiatus, more in rising diphthongs than in falling diphthongs, and more often when a rising diphthong contained a palatal rather than velar glide. These effects were all present in heritage speaker results. No significant effects were found for monolingual controls. These findings offer new data to the understudied field of heritage phonology and to the ongoing discussion of dominant language transfer effects.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"34 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132286673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Metatalk in Advanced Spanish L2 and Heritage Learners When Solving Lexical Problems: A Multiple-case Study 高级西班牙语第二语言和传统学习者在解决词汇问题时的元对话:一个多案例研究

Heritage Language Journal Pub Date : 2017-03-18 DOI: 10.46538/hlj.14.2.5

C. Cecilia Tocaimaza-Hatch

{"title":"Metatalk in Advanced Spanish L2 and Heritage Learners When Solving Lexical Problems: A Multiple-case Study","authors":"C. Cecilia Tocaimaza-Hatch","doi":"10.46538/hlj.14.2.5","DOIUrl":"https://doi.org/10.46538/hlj.14.2.5","url":null,"abstract":"Metatalk (MT) emerges in interaction when learners, working through a linguistic problem, turn their attention to features of their language (Swain, 2000; Swain & Lapkin, 2002). One factor that influences how MT develops is learners’ language proficiency. This multiple-case study explored how high-proficiency Spanish L2 and heritage learners engaged in lexical MT during a text reconstruction activity. Key findings from the analysis of learners’ lexical language-related episodes (LLREs) and commentaries from a debriefing interview revealed that (a) learners targeted mostly word meaning with few exchanges on spelling and pronunciation, (b) LLRE frequencies were comparable among dyads and learner groups, (c) learners described inferencing processes toward solving LLREs as internal and often not verbalized, thus demonstrating a transition toward self-regulation, and (d) although capable of producing MT in Spanish, learners often gravitated toward English in their metalinguistic talk. MT was materialized as dyadic collaboration when learners sought an answer together; role-taking emerged as one partner took the expert role, at least momentarily, and provided an answer to the linguistic question posed by their partner.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123911703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0