Balance and dominance in the vocabulary of German-Turkish primary schoolchildren.

Autor/inn/en	Montanari, Elke G.; Akinci, Mehmet-Ali; Abel, Roman
Titel	Balance and dominance in the vocabulary of German-Turkish primary schoolchildren.
Quelle	In: European journal of applied linguistics, 7 (2019) 1, S. 113-143 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2192-9521; 2192-953X
DOI	10.1515/eujal-2018-0003
Schlagwörter	Schule; Linguistik; Schulkind; Deutsch; Türkisch; Schule; Schulkind; Deutsch; Linguistik; Bilingualismus; Türkisch
Abstract	(Orig.) Balanced bilingualism has inspired debates on bilingualism for a long time, but several questions related to this discourse remain unanswered. How common are balanced bilinguals? Does balance have a positive impact on language proficiency? More specifically, when children begin to frequent schools and thus have a lot of oral and literal input in the school language, how do balance and dominance develop? The present paper discusses the following research questions with respect to vocabulary: Do balanced test results in two languages correlate with a better proficiency than unbalanced results? Moreover, is a balanced use of two languages accompanied by a balanced vocabulary? We used a picture naming task to test the expressive and receptive vocabulary of 98 German-Turkish speaking schoolchildren in a cross-sectional design. To determine balance resp. dominance, we used a combined score of the values in the German and the Turkish testing. The balance/dominance scores show a continuous shift to dominance in the majority language. Consistent use of Turkish has an effect on Turkish vocabulary, but not a negative impact on vocabulary in German. There was no overall positive influence of balanced bilingualism.
Erfasst von	Externer Selbsteintrag
Update	2022/3