A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1

Autor/inn/en	Rodriguez, Estrella; Bustamante, Kristina; Wood, Carla; Sunderman, Gretchen
Titel	A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1
Quelle	2 (2017), Artikel 27 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3390/languages2040027
Schlagwörter	Kindergarten; Grade 1; Grammar; Spanish Speaking; English (Second Language); English Language Learners; Classroom Environment; Socioeconomic Status; Oral Language; Elementary School Students; Preschool Children; Bilingual Students; Morphology (Languages); Syntax; Language Usage; Florida + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Klassenklima; Unterrichtsklima; Socio-economic status; Sozioökonomischer Status; Oral interpretation; Mündlicher Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Morphology; Morphologie; Sprachgebrauch
Abstract	In this study, we elicited grammatical forms (oral production) from a group of child heritage speakers of Spanish (N = 45) in English and Spanish, using the morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA), (Peña et al. 2014). A cross-sectional design was used with 25 participants in kindergarten and 20 in first grade. All children spoke Spanish at home and attended English rural schools. We controlled for L2 class environment and socio-economic status. Research findings indicated children produced more target structures in L1 Spanish. This project supports the view that sequential bilingualism and continuous exposure to the heritage language may assist heritage speakers to maintain some L1 structures (Miller and Cuza 2013; Pascual y Cabo and Gómez Soler 2015). Patterns of L2 development are also addressed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01