By Kimbrough Oller, Rebecca Eilers
This ebook units a excessive common for rigor and clinical method of the research of bilingualism and gives new insights in regards to the severe problems with conception and perform, together with the interdependence of linguistic wisdom in bilinguals, the position of socioeconomic prestige, the influence of alternative language utilization styles in the house, and the function of education by means of single-language immersion in preference to systematic education in either domestic and goal languages. the wealthy panorama of results said within the quantity will offer a body for interpretation and realizing of results of bilingualism for years yet to come.
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Extra info for Language and literacy in bilingual children
Example text
Parents of the subjects spoke various languages other than English at home. Results indicated that for both individuals with Spanish-language background, and for individuals of other minority-language backgrounds, neither used the minority language as much as half the time with their peers, and it was deemed unlikely that many of the individuals evaluated would speak the minority-language at home in the future. For a wide variety of immigrant groups, including Germans in the Midwest, Italians and eastern Europeans in the east, and Latin Americans in the south and southwest, it appears that within a two- to threegeneration time frame, the home language is typically lost in favor of English (Grosjean, 1982; Southworth, 1980).
Special programs of instruction were provided to hasten the transition to English; thus children were as quickly as possible moved from classes with some Spanish support to classes where no such support was available, viz. to classes in English-only. During the K year in particular, LEP children had extensive work with ESOL-trained (English for Speakers of Other Languages) instructors. Most, though not all of this instruction, was conducted in English (see Chapter 3). As children progressed in the acquisition of English, they were expeditiously moved into higher ‘levels’ of English instruction, and by the end of 40 Language and Literacy in Bilingual Children K in most cases and by the end of 1st grade in others, children were no longer involved in ESOL.
There is good reason to moderate such concern in light of the common facts of immigration and neighborhood life. The bilingual circumstance we have evaluated represents a typical one with regard to peer language exposure. Immigrant children, both in the USA and elsewhere, often grow up in communities where a home language is in the process of replacement (over a period of a few generations) by a host language (Fishman, 1966; Glazer, 1966; Haugen, 1972; Huls & Van de Mond, 1992; Smolicz, 1992; Veltman, 1983b).